Building Learning Trajectories for Intentional, Inclusive, and Individualized Instructional Experiences in STEM

This research foundation paper describes the development of inclusive STEM learning trajectories for young children using the Curriculum Research Framework (CRF). The work aims to ensure that early STEM education includes children with disabilities and other marginalized groups, addressing barriers such as low expectations and ableist assumptions that have historically limited participation.

The project focuses on early childhood learners from birth through age 5 and integrates perspectives from early childhood education (ECE) and early childhood special education (ECSE). The research does not focus on a single school district but includes testing in inclusive early childhood classrooms and home visiting programs across several U.S. states, including North Carolina, Colorado, and Pennsylvania.

The methodology follows the Curriculum Research Framework (CRF), an iterative research and development framework consisting of multiple phases. Early phases involve reviewing literature, identifying developmentally appropriate STEM concepts, and constructing hypothesized developmental progressions describing how children’s thinking evolves. Later phases involve building complete learning trajectories that combine three elements: learning goals, developmental progressions, and instructional activities aligned with each level.

Learning trajectories are tested and refined through iterative pilot studies with small groups of children and practitioners. Methods include classroom observations, video analysis, surveys, teaching experiments, and practitioner feedback to evaluate children’s responses and refine progression steps and instructional strategies. The project also integrates Universal Design for Learning and targeted adaptations to ensure accessibility through modifications to environment, materials, and instruction.

The project produced inclusive learning trajectories across multiple STEM topics. These include science topics (such as weather, force and motion, and light and shadow), technology topics (sequencing, debugging, repetition), and engineering topics (investigation, design, and evaluation). The research emphasizes iterative development, practitioner collaboration, and inclusive instructional design as key foundations for creating equitable early STEM learning opportunities.

Guss, S. S., Lim, C.-I., Clements, D. H., Sharifnia, E. B., Holland, A. L., Vinh, M., & Sarama, J. (2024). Building learning trajectories for intentional, inclusive, and individualized instructional experiences in STEM. Education Sciences, 14(1), 8. https://doi.org/10.3390/educsci14010008