Background: This study builds on the growing recognition of the importance of STEAM (Science, Technology, Engineering, Arts, and Mathematics) pedagogy in early childhood education, particularly emphasising the active involvement of all students, including children from diverse backgrounds and those with disabilities. Inclusive STEAM pedagogy aims to address the varied learning needs of all children, creating an environment in which every child can participate and develop their academic skills related to STEAM. This study was conducted in Wenzhou, China, a significant location due to its initiatives to implement inclusive practices in early childhood education settings.

Aims: This study aims to examine how inclusive STEAM pedagogy can be effectively implemented in early childhood education settings to address the diverse learning needs of all children, including those from varied backgrounds and with disabilities. Additionally, the study explores teachers’ perceptions of evidence-based practices in implementing inclusive STEAM pedagogy, aiming to identify and understand the challenges they encounter and the strategies they employ while integrating these methods in their classrooms.

Method: This study employed qualitative research methods and applied multiple techniques to collect data, including classroom observations, analysis of lesson plans, and semi-structured interviews. Fifteen teachers participated, each from one of the five Kindergartens situated in the suburban area of Wenzhou, China, known for its promotion of inclusive education. This study was reviewed and approved by the Wenzhou-Kean University Ethics Committee.

Results: The findings reveal that while teachers recognise the importance of inclusive STEAM pedagogy, they encounter several significant obstacles. These include limited access to resources necessary for effective STEAM instruction, inadequate professional development opportunities to equip them with the required skills and knowledge, and uneven educational support from administrators and policymakers. These challenges hinder the successful integration of inclusive STEAM practices in early childhood education settings.

Conclusions: The study underscores the necessity for enhanced training programs and resource allocation to better support educators in adopting inclusive practices. Recommendations include increasing professional development opportunities, improving access to teaching materials, and fostering a more collaborative approach to implementing inclusive STEAM pedagogy.

Implications for children and families: By supporting teachers with better training and resources, we can create more exciting and inclusive STEAM learning experiences for you and your children, helping everyone to learn and grow together.

Implications for practitioners: This study has implications for practitioners by emphasising the need for enhanced training programs and resource allocation, enabling you to more effectively implement inclusive STEAM pedagogy and create a supportive learning environment for all students.

Key words: education, qualitative methods, theory, inclusive STEAM pedagogy, teachers’ perceptions, preschool/early childhood education

This presentation relates to the following United Nations Sustainable Development Goals:

• SDG 4: Quality Education
• SDG 10: Reduced Inequalities
• SDG 16: Peace and Justice Strong Institutions