This book analyses and synthesises past and current approaches to STEM Education in the Early Years, particularly the role of digital technologies and play based pedagogies, and provides a look forward to a new way of conceiving STEM Education. It presents a literature review of existing best practice in STEM education, both in Australia and internationally. It also presents theoretical and pedagogical discussions that outlines a new approach to STEM Education, based on a four-year, longitudinal, Early Years project. It provides educational frameworks for educators' use to enhance student learning in STEM, both in formal school contexts and beyond.

This book focuses on a number of core themes in the research literature, including STEM education policy (nationally and internationally); the economic, social and political implication of STEM Education; the nexus between digital technologies, STEM, and play based pedagogies; the confidence and competence of early childhood educators and their professional development requirements; STEM education beyond formal schooling; and a new pedagogical approach to STEM education.