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STEM (Science, Technology, Engineering and Mathematics) might sound more suited to secondary school than story circles and sandpits. But in reality, STEM learning begins long before children enter formal schooling. And in an era of persistent inequality, it’s about more than enrichment, it’s about equity.
Here’s the thing, STEM isn’t a subject you “get to” when children are older. It starts right here, in the early years and as leaders, we’re the ones who can make sure it’s part of the everyday. When we offer rich, engaging experiences early on, we boost not only learning – but the likelihood that all children, especially girls and those from disadvantaged backgrounds, see STEM as “for them.”
A 2025 study by University College London (UCL), analysing data from the Trends in International Mathematics and Science Study (TIMSS), found that boys in Year 5 and Year 9 significantly outperformed girls in both mathematics and science.
Disadvantaged pupils are also 44% less likely to progress to Level 3 STEM courses after secondary school. Why? Lower prior attainment, reduced science capital, and lack of early opportunities to see themselves as “science-y” all play a role.
This is a leadership issue – but there is hope: the gap starts early, which means we can start to close it early too.
When we build children’s confidence, curiosity, and sense of belonging around STEM now, we plant seeds for later success.
Ever heard of science capital? It’s basically how much science-related knowledge, confidence, and experience a child picks up from everyday life: at home, in nursery, in conversations. The more they have, the more likely they are to stick with science and maths later on.
Children who see science in their world—from baking and building to wondering how rainbows work – are already building that capital and if we don’t offer those moments? Well, they’re less likely to catch up later.
There are barriers and we can’t ignore the challenges:
The truth is: you don’t need all the answers. You just need to ask the right questions and create space for wondering. It’s not about fancy experiments or high-tech kits. It’s about conversations, connections, and confidence.
Leadership can support teams to:
Instead of overhauling your curriculum, try deepening what’s already there. These three areas can be expanded into endless opportunities:
Think insects, birds, trees, clouds, soil, seasons, and outer space. Use observation, magnifying glasses, weather charts, and bug hunts to build inquiry skills.
Every walk outdoors is a STEM opportunity if we slow down and get curious.
Young children love learning about themselves. Why does my heart beat faster when I run? What happens when I mix flour and water? So go ahead – explore heartbeat, movement, digestion, breathing, and the senses.
For younger children, this links directly with sensory exploration and supports language and self-awareness.
Children are natural experimenters. Let them combine, pour, build, test, and take things apart. That’s engineering. That’s chemistry. That’s STEM!
What are you waiting for…combine, test, and tinker. What floats? What changes colour? What melts? Why do wheels move? These are the foundations of scientific thinking – observation, cause and effect, prediction, problem-solving.
If you’re a leader thinking, “I want this, but where do I start?” – here’s what makes a difference:
The COVID-19 pandemic widened the STEM attainment gap, hitting disadvantaged learners hardest. If early years settings don’t intentionally create access to rich learning, we risk embedding inequalities before primary school even begins. Some children will think science “isn’t for them” before they’re even six. That’s not okay – and it’s avoidable.
STEM doesn’t need robots or white coats. It starts with noticing a snail trail, asking “what if,” and wondering together how the world works. You don’t need to be a scientist but you need to be a leader who believes in the power of curiosity and the potential in your team. Let’s create environments where asking “why?” and “what if?” is celebrated – and where children (and practitioners) get to feel smart, capable, and inspired.
Let’s not wait. Whether you’re revisiting your curriculum or just starting out with STEM, your leadership can make the difference.
Looking for a course that will help practitioners recognise and nurture early STEM learning through play, everyday experiences, and engaging hands-on activities? Take a look at our Let’s Get into STEM – Big Science for Little Learners: Igniting Curiosity in the Early Years course, delivered via Zoom.
This course is ideal for:
Early Years Practitioners working with children aged 0–5
Room Leaders and Managers looking to strengthen STEM provision within their settings
Anyone wanting to ignite curiosity and provide meaningful science and exploration opportunities for young learners.
You can find out more and book your place here.
With over 20 years experience in the Early Years, Evie Arnold has worn many hats—advisor, trainer, coach—and each role has deepened her understanding of what it takes to lead effectively in high-pressure environments.
As a Gallup Certified Strengths Coach and Positive Intelligence® Coach, she helps leaders—particularly in the early years—take back control of their time, overcome overwhelm, and lead their teams with confidence.
You can find out more about Evie here
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