Özet:

This article discusses whether early childhood education is generally an identity-building work, early STEM identity development can be supported. Educators and researchers support the opening role of early childhood STEM education in the daily lives of small children. In this study, a qualitative and interpretative methodology was used by taking advantage of the field of early childhood, STEM education and development psychology as well as extensive research on public administration. Today, research and interventions aimed at refining the "Flying STEM Pipe Line" (metafor) and theoretical research on the development of STEM identity is focused on children at high school and higher level. Nevertheless, children’s attitudes towards STEM education and their own STEM learning are formed early, and identity development is also a phenomenon that develops in early childhood. This study suggests the need to focus on the participation of small children in STEM education as a way to feed early STEM identity development. This article synthesizes previous research in order to emphasize the need to expand STEM education in early childhood education. Early STEM suggests the conceptualization of academic identity development (based on the prediction that high school is too late to fix the flow STEM pipeline).

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