While E-STEM can happen in many ways, outdoor settings are particularly conducive to early childhood teaching and learning, such as hands-on learning, structured and unstructured play, and inquiry-based learning. Although natural materials are often brought into early learning settings, being in nature provides a more authentic experience. In addition, young children’ s experiences in nature can highlight climate change, particularly related to extreme heat, poor air quality, disease, flooding, and changes in seasonality( EPA 2023).
For example, children often enjoy playing in sand and water. While they may not understand how water molecules adhere to the sand, children can experiment with dry and wet sand and notice how the sun and heat change the properties of sand and water. A teacher can extend children’ s interests to observing garden soil, drawing comparisons to how weather impacts the soil and experimenting with food production in moist versus dry compacted soil. Further, children can problem solve ways to get water to growing gardens using available materials.
While research is still emerging, E-STEM is recognized for supporting children’ s environmental consciousness and an ethic of care( Helvaci & Helvaci 2019). It aligns with developmentally appropriate practice by providing opportunities for teachers to guide learning across multiple content areas, build on children’ s existing experiences and knowledge, and“ present novel experiences and introduce stimulating ideas, problems, experiences, or hypotheses”( NAEYC 2020, 23). Through E-STEM inquiry and projects, children can measure and record details, use technology to seek information or document changes over time, construct habitats and structures to support biodiversity, and engage in art experiences that require looking for or creating patterns related to nature, the environment, and climate change.
E-STEM learning happens implicitly— naturally through children’ s everyday experiences— and explicitly— through interactions with adults( Almeida & Fleer 2021). It emphasizes inquiry, active learning, and child agency( McClure et al. 2017), all integral to realworld problem solving.
› Inquiry is a quest for accurate information or knowledge. Children are inclined to explore within and learn from their home and school environments; for example, learning about local food production through playful participation in family gardening( Almeida & Fleer 2021).
› Active or hands-on learning involves instructional activities in which children are doing things and thinking about what they are doing( Bonwell & Eison 1991). It supports critical thinking and problem-solving skills( Trzaskowski 2019); for example, building on a child’ s interest in lava by creating a volcano model and noting how“ lava” formed when vinegar was added to baking soda( Almeida & Fleer 2021).
› Child agency is a capacity to do things, act on the world, and make a difference( Oswell 2013) and is key to their learning and development( United Nations 1989; NAEYC 2020); for example, making and using carry bags to replace plastic bags for shopping( Almeida & Fleer 2021).
Curiosity about nature and the environment can catalyze E-STEM projects, including about climate impacts, across age groups and various settings( Abanoz & Yabaş 2025). While E-STEM inquiry and projects are not formulaic, incorporating dialogic teaching optimizes children’ s progress toward learning goals. Dialogic interactions can elevate children’ s ideas and skills as they talk about and take action related to nature and the climate.
Connection: Dialogic Teaching
In dialogic teaching, teachers foster a collaborative exchange of ideas that are discussed and analyzed( Kim & Wilkinson 2019). It involves multiple rounds of turn taking between the adult and child so that each participant’ s voice is heard and valued. Children become protagonists in their own learning( García-Carrión et al. 2020). This kind of dialogue can build relationships, shared language and meaning making, deeper learning, and bridges between children’ s current and potential abilities( Vygotsky 1978; Clark 2017; Cui & Teo 2020; García-Carrión et al. 2020). Dialogic interactions extend discourse among learners and elevate their vocabulary development( Snow 2014).
In early childhood education, the principles of dialogic teaching include
20 Young Children
Winter 2025