Belonging in STEM: Identity Affirming and Inclusive Practices to Support Each and Every Child in Early Childhood Environments
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "STEM Education".
Deadline for manuscript submissions: 10 January 2026 | Viewed by 167
Special Issue Editors
Interests: disability inclusion; early learning and education; personnel preparation and professional learning; children with disabilities; inclusive practices
Interests: inclusive practices; children with disabilities; family-centered practice; crosscultural education; child development; workforce preparation
Interests: early intervention; early childhood special education; inclusion; early STEM learning; personnel preparation; family partnerships; child development; autism
Special Issue Information
Dear Colleagues,
This Special Issue aims to explore practices and policies at all system levels to cultivate belonging and foster rightful presence in early science, technology, engineering, and math (STEM) learning.
All children are born scientists, mathematicians, and engineers who are curious and ready to explore the world around them. With intentional planning, adaptations, and facilitation of playful and developmentally appropriate interactions and activities, all children can reach their fullest potential in STEM education. Children with disabilities have the right to high-quality instruction and individualized supports to fully engage in STEM learning experiences and develop a positive STEM identity. Yet, young children with disabilities are often denied the opportunity to engage in STEM learning opportunities.
We are seeking submissions that represent innovative and evidence-informed approaches to early STEM learning experiences for young children (from birth to six years of age) with disabilities. We welcome original research articles, concept papers, and reviews that address, but are not limited to, the following topics:
- Developmentally appropriate and high-quality inclusive early STEM practices and interventions for all children with and without disabilities, including multilingual learners;
- Community partnerships in promoting opportunities and the rightful presence of each and every child in early STEM learning and experiences;
- Family engagement in promoting opportunities and the rightful presence of children with and without disabilities, including multilingual learners, in early STEM learning and experiences;
- The role of policies and system/infrastructure practices in promoting equal opportunities and the rightful presence of all children in early STEM learning and experiences;
- The role of personnel preparation and professional development in empowering early childhood and early-childhood special education professionals in implementing developmentally appropriate and inclusive early STEM practices and interventions.
We look forward to receiving your contributions that will deepen our collective knowledge and understanding of practices and policies that cultivate belonging and foster the rightful presence of each and every child in early STEM learning.
Yours faithfully,
Dr. Chihing Lim
Dr. Hsiu-Wen Yang
Dr. Jessica Amsbary
Guest Editors
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- disability inclusion
- early childhood education
- early years
- STEM
- racial equity
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