Teresa J. Kennedy – författare

This edited book provides an overview of unstructured and structured play scenarios crucial to developing young children’s awareness, interest, and ability to learn Science, Technology, Engineering and Mathematics (STEM) in informal and formal education environments. The key elements for developing future STEM capital, enabling children to use their intuitive critical thinking and problem-solving abilities, and promoting active citizenship and a scientifically literate workforce, begins in the early years as children learn through play, employing trial and error, and often investigating on their own.Forty-seven STEM experts come together from 16 countries (Argentina, Australia, Belgium, Canada, England, Finland, Germany, Israel, Jamaica, Japan, Malta, Mauritius, Mexico, Russia, Sweden, and the USA) and describe educational policies and experiences related to young learners 3–4 years of age, as well as students attending formal-nursery school, early primary school, and theearly years classes post 5 years of age.The book is intended for parents seeking to provide STEM activities for their children at home and in playgroups, citizen scientists seeking guidance to provide children with quality educational activities, daycare practitioners providing educational structures for young children from birth to formal education, primary school teachers and preservice teachers seeking to teach preschool, kindergarten or children typically aged 5–8 years old in grades 1–3, as well as researchers and policy makers working in science didactics with small children.

This edited book provides an overview of unstructured and structured play scenarios crucial to developing young children’s awareness, interest, and ability to learn Science, Technology, Engineering and Mathematics (STEM) in informal and formal education environments. The key elements for developing future STEM capital, enabling children to use their intuitive critical thinking and problem-solving abilities, and promoting active citizenship and a scientifically literate workforce, begins in the early years as children learn through play, employing trial and error, and often investigating on their own.Forty-seven STEM experts come together from 16 countries (Argentina, Australia, Belgium, Canada, England, Finland, Germany, Israel, Jamaica, Japan, Malta, Mauritius, Mexico, Russia, Sweden, and the USA) and describe educational policies and experiences related to young learners 3–4 years of age, as well as students attending formal-nursery school, early primary school, and theearly years classes post 5 years of age.The book is intended for parents seeking to provide STEM activities for their children at home and in playgroups, citizen scientists seeking guidance to provide children with quality educational activities, daycare practitioners providing educational structures for young children from birth to formal education, primary school teachers and preservice teachers seeking to teach preschool, kindergarten or children typically aged 5–8 years old in grades 1–3, as well as researchers and policy makers working in science didactics with small children.

This book addresses the critical role of science education in the context of global growth and development, emphasizing its significance in the advancement of societal progress.

This open access volume is the first of three volumes highlighting the critical intersection of Ocean Literacy and global initiatives driving positive change during the United Nations Decade of Ocean Science for Sustainable Development (the Ocean Decade). It explores connections between Ocean Literacy and the Ocean Decade’s Outcomes and Challenges, with a focus on Challenge 10: Restore society’s relationship with the Ocean through the active involvement of all civil society actors. Featuring 21 chapters authored by over 90 contributors from 19 countries/regions, the volume presents global case studies and research-based strategies that promote educational innovation, interdisciplinary learning, and equity. Emphasizing experiential learning, Indigenous knowledge, and inclusive approaches, it builds capacity for informed action and lays a foundation to transform education, research, and engagement through Ocean Literacy. This volume serves as a valuable resource for researchers, educators, policymakers, and community leaders committed to strengthening Ocean engagement and advancing sustainable development.

This open access volume is the second of three volumes exploring the intersection of Ocean Literacy, community engagement, the Blue Economy, and the creative arts during the United Nations Decade of Ocean Science for Sustainable Development. Through 21 chapters by 57 authors from 19 countries, it presents global case studies that emphasize social equity, cultural connection, and economic sustainability. Highlighting diverse approaches—from community-driven Living Labs and marine education in protected areas to music, quilting, storytelling, and youth-led art—the volume illustrates how Ocean Literacy inspires action across sectors. It emphasizes the power of transdisciplinary collaboration and participatory methods to connect science with society, while advancing Challenge 10: restoring society’s relationship with the Ocean. A valuable resource for educators, artists, researchers, policymakers, and community leaders committed to inclusive, creative, and sustainable Ocean engagement.