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STEM and Talent Promotion in Early Childhood Educators' Training in Austria

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Title: STEM and Talent Promotion in Early Childhood Educators' Training in Austria
Language: English
Authors: Sara Hinterplattner (ORCID 0000-0002-9601-433X), Michaela Stockinger (ORCID 0000-0002-7738-9953), Sandra Leitner, Jakob Sebelin Skogø, Maritta Schalk (ORCID 0000-0001-5919-0441)
Source: Gifted Child Today. 2026 49(2):134-147.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Early Childhood Education
Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Academically Gifted, Talent Development, Gifted Education, Early Childhood Education, Early Childhood Teachers, Teacher Education, STEM Education, Integrated Activities, Barriers, Faculty Development, Teacher Education Curriculum, Teacher Competencies, Child Development
Geographic Terms: Austria
DOI: 10.1177/10762175251409246
ISSN: 1076-2175
2162-951X
Abstract: In Austria, early childhood educator training programs generally lack a strong emphasis on STEM (Science, Technology, Engineering, and Mathematics) education and talent development. This study investigates the extent to which Austrian early childhood educators are prepared to integrate STEM concepts into their pedagogical practices and support giftedness in young children. The research examines the alignment between educators' training and the goals outlined in the Austrian National Education Framework Plan, as well as the General Competencies for Early Childhood Educators. Through semi-structured interviews with early childhood educators, the study identifies significant gaps in training related to STEM education, particularly in the practical application of STEM concepts and the promotion of giftedness. Despite a strong theoretical foundation in STEM subjects, participants reported insufficient practical experience and a lack of training in gifted education. Structural barriers, including resource shortages and personnel constraints, further hindered the integration of STEM activities in early childhood education centers. Moreover, while many educators expressed enthusiasm for STEM and talent development, they were often unaware of professional development opportunities in these areas. The findings underscore the need for a more integrated approach to STEM and talent promotion in early childhood educator training, aligning curricula with the Austrian National Education Framework Plan and the General Competencies. By addressing these gaps, it is possible to better equip educators to foster STEM-related skills and identify and nurture giftedness in young children.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502896
Database: ERIC
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  Value: <anid>AN0192874150;gct01apr.26;2026Apr13.01:31;v2.2.500</anid> <title id="AN0192874150-1">STEM and Talent Promotion in Early Childhood Educators' Training in Austria </title> <p>In Austria, early childhood educator training programs generally lack a strong emphasis on STEM (Science, Technology, Engineering, and Mathematics) education and talent development. This study investigates the extent to which Austrian early childhood educators are prepared to integrate STEM concepts into their pedagogical practices and support giftedness in young children. The research examines the alignment between educators' training and the goals outlined in the Austrian National Education Framework Plan, as well as the General Competencies for Early Childhood Educators. Through semi-structured interviews with early childhood educators, the study identifies significant gaps in training related to STEM education, particularly in the practical application of STEM concepts and the promotion of giftedness. Despite a strong theoretical foundation in STEM subjects, participants reported insufficient practical experience and a lack of training in gifted education. Structural barriers, including resource shortages and personnel constraints, further hindered the integration of STEM activities in early childhood education centers. Moreover, while many educators expressed enthusiasm for STEM and talent development, they were often unaware of professional development opportunities in these areas. The findings underscore the need for a more integrated approach to STEM and talent promotion in early childhood educator training, aligning curricula with the Austrian National Education Framework Plan and the General Competencies. By addressing these gaps, it is possible to better equip educators to foster STEM-related skills and identify and nurture giftedness in young children.</p> <p>Keywords: gifted education; STEM education; early childhood education; teacher education; curriculum</p> <p>Integrating gender-sensitive approaches into educator training could help ensure more inclusive and equitable STEM learning opportunities."</p> <hd id="AN0192874150-2">Introduction</hd> <p>Numerous studies emphasize the significance of early talent development, as the potential of gifted children only sometimes translates into outstanding achievements. Gifted children require support to develop their abilities fully ([<reflink idref="bib15" id="ref1">15</reflink>]; [<reflink idref="bib25" id="ref2">25</reflink>]; [<reflink idref="bib32" id="ref3">32</reflink>]; [<reflink idref="bib35" id="ref4">35</reflink>]). Insufficient and inappropriate support can lead to boredom, as regular instruction often does not cater to the needs of gifted children ([<reflink idref="bib19" id="ref5">19</reflink>]; [<reflink idref="bib36" id="ref6">36</reflink>]; [<reflink idref="bib38" id="ref7">38</reflink>]). This, in turn, may result in unsatisfactory behavior, underachievement, and, ultimately, school dropout ([<reflink idref="bib10" id="ref8">10</reflink>]; [<reflink idref="bib14" id="ref9">14</reflink>]; [<reflink idref="bib19" id="ref10">19</reflink>]; [<reflink idref="bib34" id="ref11">34</reflink>]). It is essential for early educators to adapt learning activities to meet the needs of young, gifted children and help them unleash their full potential ([<reflink idref="bib9" id="ref12">9</reflink>]).</p> <p>Austria's centralized early childhood educator training system provides a unique case study for understanding how national frameworks may or may not support STEM and talent development goals. The resulting insights may be transferable to similar systems or useful in designing reforms elsewhere. The situation is particularly critical in the field of early STEM education. Gifted young learners can benefit from scientific instruction that aligns with their research-oriented characteristics and needs ([<reflink idref="bib40" id="ref13">40</reflink>]). However, most preschool and early childhood education curricula in various countries have limited integration of STEM education ([<reflink idref="bib40" id="ref14">40</reflink>]), causing gifted young learners to miss opportunities to develop their strengths and interests in these areas. International studies indicate that educators play a crucial role in fostering interest in STEM subjects among children. Educators who are confident and enthusiastic about STEM topics and involve their learners in developmentally appropriate STEM activities pass on this enthusiasm. Despite this, many educators lack sufficient experience in this area due to their pre-service and in-service training ([<reflink idref="bib4" id="ref15">4</reflink>]; [<reflink idref="bib7" id="ref16">7</reflink>]; [<reflink idref="bib13" id="ref17">13</reflink>]; [<reflink idref="bib16" id="ref18">16</reflink>]). Indeed, educators express widespread concern about subjects like mathematics, correlating with the achievements of their learners, especially girls ([<reflink idref="bib2" id="ref19">2</reflink>]). Moreover, many educators do not know how to tailor STEM instruction to the needs of children, particularly those who are gifted ([<reflink idref="bib23" id="ref20">23</reflink>]; [<reflink idref="bib33" id="ref21">33</reflink>]). Scientists and researchers in gifted education have also found that pedagogical deficiencies can hinder the effectiveness of gifted education programs if classroom teachers do not know exactly what giftedness means ([<reflink idref="bib11" id="ref22">11</reflink>]; [<reflink idref="bib12" id="ref23">12</reflink>]; [<reflink idref="bib22" id="ref24">22</reflink>]; [<reflink idref="bib24" id="ref25">24</reflink>]; [<reflink idref="bib37" id="ref26">37</reflink>]).</p> <p>While this study centers on Austria, the challenges it explores are not confined to one national context. Similar concerns about the lack of practical STEM training for early educators and the limited support for young gifted learners have been reported internationally (e.g., [<reflink idref="bib23" id="ref27">23</reflink>]; [<reflink idref="bib40" id="ref28">40</reflink>]). By examining how national policy frameworks align or fail to align with educator preparation and practice, this study contributes to a broader conversation on how countries can better equip early childhood professionals to nurture the potential of all learners in a rapidly evolving technological landscape. This study explores how training in early education in Austria prepares educators for STEM talent development in the early years and how this is implemented in Austrian early childhood education centers by answering the following research questions:</p> <p></p> <ulist> <item> 1. To what extent do Austrian Early Childhood Educators perceive their own competence and confidence in integrating STEM concepts and supporting giftedness and talent development in young children within their pedagogical practices? How do these perceptions align with the goals and priorities outlined in the Austrian National Education Framework Plan and the general competencies for Early Childhood Educators in Austria?</item> <p></p> <item> 2. What are the perceived barriers and challenges faced by early childhood educators in Austria when attempting to implement STEM-related activities and foster giftedness and talent in early childhood education settings?</item> </ulist> <hd id="AN0192874150-3">Education Framework Plan of Austria</hd> <p>The Education Framework Plan (German: "Bildungsrahmenplan"), published in 2009, serves as the legal basis for work in early childhood education institutions in Austria. Alongside the learning content and educational areas, it outlines a view of the child as a competent individual and the associated role of educators. The principles for educational processes are also mentioned, focusing on the six educational areas. Additionally, the document addresses developmental steps and gifted education ([<reflink idref="bib5" id="ref29">5</reflink>], [<reflink idref="bib6" id="ref30">6</reflink>], [<reflink idref="bib21" id="ref31">21</reflink>]).</p> <hd id="AN0192874150-4">Educational Areas</hd> <p>The six educational areas described in the Education Framework Plan are Emotions and Social Relationships, Ethics and Society, Language and Communication, Movement and Health, Aesthetics and Design, and Nature and Technology. These areas do not provide a list of educational content or descriptors; instead, they articulate the added value of each area and its importance for children's development in early childhood.</p> <p>The theme of STEM promotion is addressed within the educational areas of "Nature and Technology" and "Language and Communication." Specifically, within "Nature and Technology," Nature and Environment and Technology and Mathematics are described. Examples in Nature and Environment include nature encounters, experiments, and computational thinking. In the Technology area, emphasis is placed on exploring large devices and machines, understanding physical-technical laws, and handling various tools. In the mathematics domain, explicit mentions include recognizing patterns and sequences, quantities and sizes, geometric shapes and numbers, as well as mathematical precursor skills. Computer Science is associated with the "Language and Communication" area, focusing on media literacy explicitly mentioning independent and critical use and design of digital media.</p> <hd id="AN0192874150-5">Developmental Steps</hd> <p>Furthermore, there is a cross-country, in-depth elaboration for the last year of early childhood education. This supplements the ideas of the Education Framework Plan with developmental and educational psychological aspects for children in the year before school entry. It outlines children's developmental steps during this year and the cognitive and developmental competencies children have already acquired. This elaboration also provides strategies for pedagogical work. In addition, individual federal states prescribe specific educational plans for work in elementary education institutions.</p> <hd id="AN0192874150-6">Gifted Education</hd> <p>Regarding gifted education, the Education Framework Plan encourages offering differentiated programs, including various learning forms and a broad range of educational resources. Differentiated educational work should consider each child's individual abilities, skills, and interests.</p> <hd id="AN0192874150-7">Early Education Training in Austria</hd> <p>The training to become an early educator in Austria offers various pathways. One route is through the 5-year Vocational High School, culminating in a diploma examination at one of the 33 institutions for early childhood education, abbreviated as BAfEP (German "Bildungsanstalt für Elementarpädagogik" can be translated as "Institution for Elementary Pedagogy"). It is also possible to pursue a four-semester college program after completing the final secondary school examination (Austrian "Matura," the final exams to get access to higher education institutions) or qualification examination. Both paths conclude with a diploma examination, enabling the care of children aged 1–6. Graduates with relevant bachelor's degrees (in pedagogy, educational sciences, primary education, or special education) can complete a 60-ECTS university course to obtain the qualification for working as early educators. From the summer semester of 2023 onward, graduates with a relevant degree of at least 180 ECTS (e.g., pedagogy, educational sciences, early childhood education, social pedagogy, social work, or teacher training) have the option to complete a four-semester master's program in Early Childhood Education with 120 ECTS, also qualifying them as early educators. Graduates of Early Childhood Education programs have the opportunity to pursue further education at universities. This includes options such as a Bachelor's degree in Early Childhood Education (180 ECTS), a Master's degree in Early Childhood Education (120 ECTS), or various other university degree programs. Figure 1 summarizes the various training paths for early educators in Austria and the opportunities for further education at universities.</p> <p>Graph: Figure 1.Overview of the various training paths for early childhood educators in Austria, including opportunities for further education at universities</p> <hd id="AN0192874150-8">BAfEP (Institution for Elementary Pedagogy)</hd> <p>The 5-year BAfEP education, an upper secondary school (vocational school) in Austria for students from educational levels 9 to 13, is the predominant pathway to becoming an Early Childhood Educator in Austria, with 81–100% of educators in each state opting for this route ([<reflink idref="bib39" id="ref32">39</reflink>]). Therefore, this research focuses solely on the BAfEP program as the primary training pathway for Early Childhood Educators in Austria. The curriculum encompasses three core areas: General Education, Artistic-Creative and Musical Subjects, and Theoretical and Practical Early Childhood Education. General Education covers a broad range of subjects, including History and Political Education, Geography and Economic Education, Mathematics, Physics, Chemistry, Biology and Environmental Education, Nutrition, and Computer Science. Artistic-Creative and Musical Subjects emphasize physical and creative expression, encompassing Gymnastics and Physical Education, Art and Design, Handicrafts, and Music with instrumental and vocal training. Theoretical and Practical Early Childhood Education forms a substantial portion of the program, focusing on didactics, pedagogy, and practical experience in early childhood education center settings.</p> <p>While the BafEP offers a comprehensive foundation, there is a relative de-emphasis on STEM fields within General Education. Furthermore, the curriculum currently lacks a specific focus on talent development.</p> <hd id="AN0192874150-9">General Competencies of Early Childhood Educators in Austria</hd> <p>Regardless of the specific training program, early childhood educators in Austria acquire a set of foundational competencies essential for supporting the learning and development of young children. These competencies reflect not only national standards but also align with international benchmarks for quality early childhood education, particularly in the context of STEM.</p> <hd id="AN0192874150-10">Child Development</hd> <p>Educators understand developmental milestones across physical, cognitive, emotional, and social domains from birth through age eight. They are able to design and implement learning environments that are child-centered and developmentally appropriate.</p> <hd id="AN0192874150-11">Classroom and Curriculum Planning and Implementation</hd> <p>Educators are able to create and apply integrated, developmentally appropriate curricula that promote holistic learning—across language, literacy, math, science, social studies, creative arts, and physical development—while ensuring health, safety, and well-being. They support exploration, creativity, and problem-solving through intentional classroom planning.</p> <hd id="AN0192874150-12">Technology Integration</hd> <p>Educators competently integrate age-appropriate digital tools and foster media literacy, enabling children to engage with technology in meaningful and responsible ways.</p> <hd id="AN0192874150-13">Assessment and Observation</hd> <p>Educators systematically observe and assess children's learning and development. They use a variety of tools and techniques to document individual progress and tailor educational strategies, including STEM-related activities.</p> <hd id="AN0192874150-14">Parent and Family Engagement</hd> <p>Educators foster collaborative partnerships with families. They engage parents in learning activities, communicate effectively, and involve them in home-school projects—particularly in STEM contexts—to support inclusive and holistic development.</p> <hd id="AN0192874150-15">Professionalism, Ethics, and Cultural Competence</hd> <p>Educators engage in continuous professional development, apply ethical principles, and create inclusive, culturally responsive learning environments. They participate in ongoing learning opportunities, including those focused on STEM education, and act as advocates for quality early childhood practices.</p> <p>By acquiring these competencies during their initial training and through continuous professional development, early childhood educators in Austria are prepared to support children's growth and learning across all domains. However, despite the comprehensive scope of their education, the integration of STEM competencies remains underdeveloped in many programs ([<reflink idref="bib31" id="ref33">31</reflink>]). To address this, Table 1 presents a comparison between Austrian educator competencies and internationally recognized benchmarks in STEM education, highlighting areas of alignment and potential growth.</p> <p>Table 1. Educator Competencies and STEM Topics in International Comparison</p> <p>Graph</p> <p> <ephtml> <table><thead valign="top"><tr><th align="left" rowspan="2">Curriculum Topic in Austria</th><th align="left" rowspan="2">Competencies</th><th align="left">STEM Curriculum Based on International Benchmarks</th></tr><tr><th align="left">(OECD, UNESCO)</th></tr></thead><tbody valign="top"><tr><td align="left">Child development</td><td align="left">Understand developmental milestones and create child-centered, developmentally appropriate learning environments</td><td align="left">Promotion of scientific thinking, early identification of interests in natural sciences (<xref ref-type="bibr" rid="bibr29">OECD, 2020</xref>)</td></tr><tr><td align="left">Classroom and curriculum planning and implementation</td><td align="left">Design and implement developmentally appropriate curricula that integrate STEM concepts and support exploration and problem-solving</td><td align="left">Integrated STEM approaches: Connecting mathematics, science, and technology in everyday learning situations (<xref ref-type="bibr" rid="bibr27">OECD, 2017</xref>), promotion of experimental learning, scientific exploration, and creative problem-solving (<xref ref-type="bibr" rid="bibr30">OECD, 2021</xref>)</td></tr><tr><td align="left">Technology integration</td><td align="left">Integrate digital tools appropriately and foster media literacy in early learners</td><td align="left">Development of media literacy and digital education from early childhood (<xref ref-type="bibr" rid="bibr30">OECD, 2021</xref>; <xref ref-type="bibr" rid="bibr41">UNESCO, 2017</xref>)</td></tr><tr><td align="left">Assessment and observation</td><td align="left">Observe and document children's learning systematically to inform STEM-related planning</td><td align="left">Systematic recording of STEM progress through observation and documentation (<xref ref-type="bibr" rid="bibr41">UNESCO, 2017</xref>)</td></tr><tr><td align="left">Parent and family engagement</td><td align="left">Engage families in STEM learning through collaborative projects and communication</td><td align="left">Involvement of families in STEM activities, creation of STEM family projects to promote inclusion (<xref ref-type="bibr" rid="bibr27">OECD, 2017</xref>)</td></tr><tr><td align="left">Professionalism, ethics and cultural competencies</td><td align="left">Engage in ongoing professional development and apply ethical, inclusive practices in STEM education</td><td align="left">Continuous professional development in STEM topics, for example, through international programs or conferences (<xref ref-type="bibr" rid="bibr20">International Commission on the Futures of Education, 2021</xref>; <xref ref-type="bibr" rid="bibr28">OECD, 2019</xref>)</td></tr></tbody></table> </ephtml> </p> <p>The transition to early childhood education settings often needs more emphasis on STEM subjects and talent support, which are increasingly recognized as crucial for preparing children for success and developing their talents in this field.</p> <hd id="AN0192874150-16">Methodology</hd> <p>This study employed a qualitative interview approach to explore Austrian early childhood educators' perceptions, confidence, and experiences related to STEM education. This method was selected because it allows for an in-depth exploration of complex and subjective themes such as professional identity, confidence, perceived barriers, and alignment with national frameworks—key elements of the research questions. Specifically, this approach supported the investigation of: Educators' self-perceived competence in implementing STEM concepts and identifying talent, and the challenges they face in doing so within the current institutional and educational structures. The qualitative design allowed participants to elaborate on their beliefs and experiences in their own words, offering rich insights that a quantitative method might not capture ([<reflink idref="bib18" id="ref34">18</reflink>]).</p> <hd id="AN0192874150-17">Participants</hd> <p>Interviews were conducted with 12 (prospective) early educators. The number of interviews was determined based on the homogeneity of the group ([<reflink idref="bib17" id="ref35">17</reflink>]), presumed due to the commonality in training paths and professional fields. All participants identified as female, which reflects the current gender distribution among early childhood educators in Austria. According to official statistics, approximately 0.03% of early childhood educators identify themselves as male ([<reflink idref="bib39" id="ref36">39</reflink>]), with 2.124 men and 69.023 women working in this field. Of the 12 participants, two were still in training at the BAfEP in their third and fourth year of education, respectively, with practical experience in various early childhood education centers. The remaining ten had completed their training at the BAfEP and had worked in the field for several years. At the time of the interviews, they all worked in different early childhood education centers. The participants were selected because their training (BAfEP) is the most common way to become an Early Childhood Educator in Austria. However, all of them completed their training at different locations of institutions for early childhood education. All participants volunteered for the study and were informed in advance about the methodology, research objectives, and ethical principles. A demographic overview of participants is provided in Table 2.</p> <p>Table 2. Overview of the Participants of the Interviews, Including Gender, Training, and Years of Experience</p> <p>Graph</p> <p> <ephtml> <table><thead valign="top"><tr><th align="left" /><th align="left">Gender</th><th align="left">Training</th><th align="left">Experience</th></tr></thead><tbody valign="top"><tr><td align="left">Participant 1</td><td align="left">Female</td><td align="left">BAfEP (in training)</td><td align="left">0 year</td></tr><tr><td align="left">Participant 2</td><td align="left">Female</td><td align="left">BAfEP (in training)</td><td align="left">0 year</td></tr><tr><td align="left">Participant 3</td><td align="left">Female</td><td align="left">BAfEP</td><td align="left">13 years</td></tr><tr><td align="left">Participant 4</td><td align="left">Female</td><td align="left">BAfEP</td><td align="left">3 years</td></tr><tr><td align="left">Participant 5</td><td align="left">Female</td><td align="left">BAfEP</td><td align="left">8 years</td></tr><tr><td align="left">Participant 6</td><td align="left">Female</td><td align="left">BAfEP</td><td align="left">2 years</td></tr><tr><td align="left">Participant 7</td><td align="left">Female</td><td align="left">BAfEP</td><td align="left">14 years</td></tr><tr><td align="left">Participant 8</td><td align="left">Female</td><td align="left">BAfEP</td><td align="left">5 years</td></tr><tr><td align="left">Participant 9</td><td align="left">Female</td><td align="left">BAfEP</td><td align="left">31 years</td></tr><tr><td align="left">Participant 10</td><td align="left">Female</td><td align="left">BAfEP</td><td align="left">11 years</td></tr><tr><td align="left">Participant 11</td><td align="left">Female</td><td align="left">BAfEP</td><td align="left">4 years</td></tr><tr><td align="left">Participant 12</td><td align="left">Female</td><td align="left">BAfEP</td><td align="left">14 years</td></tr></tbody></table> </ephtml> </p> <hd id="AN0192874150-18">Instruments</hd> <p>The semi-structured interview aimed to explore early childhood educators' understanding of and experiences with STEM education in Austrian early childhood education centers. The questions delved into educators' personal definitions of STEM, their attitudes towards its importance, and their experiences with implementing STEM activities in their classrooms. The role of digital media, language skills, and computer science education was also explored. The interview then focused on education training of early childhood educators, investigating the integration of STEM education in their professional development and interest in this area. It also covered training related to gifted education, motivation for further training, and the STEM curriculum. Further, the questions explored the specific strategies and activities used to promote STEM in early childhood education centers, as well as the challenges and barriers educators encountered in their implementation. Educators were also invited to share their visions for ideal learning environments that support STEM exploration and discovery, and to identify the types of support and resources they require to effectively implement STEM programs. This segment addressed the challenges and integration of STEM education into daily life, the support needs of educators, and the promotion of all children. It also discussed the evaluation and design of learning environments for effective STEM education. A full list of the interview questions can be found in Appendix A.</p> <hd id="AN0192874150-19">Procedure</hd> <p>The interviews were conducted by the study's authors, either face-to-face or online in a quiet environment. Each session lasted between 23 and 67 minutes. All interviews followed the same semi-structured guideline to ensure consistency while allowing for individual variation and elaboration. The interviews followed a semi-structured format based on a pre-developed guideline to ensure consistency while allowing flexibility for deeper exploration. The guideline was developed based on relevant literature and piloted informally before use to ensure clarity and appropriateness. Interviewers were trained in qualitative methods and ensured ethical and non-leading questioning throughout.</p> <hd id="AN0192874150-20">Data Analysis</hd> <p>All interviews were transcribed verbatim and analyzed using an open-coding process ([<reflink idref="bib3" id="ref37">3</reflink>]). An inductive approach was taken to identify recurring themes and patterns within the data. This was followed by categorization and thematic synthesis, guided by the research questions. To ensure trustworthiness and credibility, the researchers engaged in iterative coding and collaborative interpretation. The process aimed to reflect participants' perspectives accurately while maintaining analytical rigor ([<reflink idref="bib1" id="ref38">1</reflink>]; [<reflink idref="bib8" id="ref39">8</reflink>]).</p> <hd id="AN0192874150-21">Results</hd> <p></p> <hd id="AN0192874150-22">Educator Training and Preparedness in STEM and Gifted Education</hd> <p>The majority of participants reported that their training lacked any meaningful focus on STEM-related pedagogy or gifted education. Several participants stated they had not encountered the term "STEM" during their training. One explained, "I have never learned anything about the implementation of STEM in kindergarten," while another confirmed, "I didn't even know what STEM was." This absence highlights a significant gap between educator training and the expectations laid out in the Austrian National Education Framework Plan, which emphasizes "Nature and Technology" and "Language and Communication"—key STEM domains. Many participants underscored the theoretical nature of their education, which did not translate into practical pedagogical approaches. One remarked, "We learned a lot of experiments, but only theoretically, we never carried them out practically," and another echoed, "Unfortunately, we never did experiments or anything like that ourselves." As one interviewee summarized, "The school training is far too limited in this area [STEM in early childhood education centers]. It's not really emphasized at school." Participants also mentioned that media education was rarely, if ever, addressed. One participant stated, "Media in no way came up during my training," while others elaborated, "Technology and media should be brought closer to children—that was not a topic at all in my training," and "We only heard very little about the use of media in school." This directly contrasts with the Framework Plan's emphasis on digital literacy. Although some participants described having created experiment collections during school assignments, the focus remained on subject matter rather than early childhood application. One participant noted, "We mostly learned high school-level content in STEM subjects. Occasionally it was related to early education, but rarely," and another added, "In the scientific subjects, the content was never tailored for young children. It was purely academic." Moreover, most participants admitted that they had not received any training on gender-sensitive STEM pedagogy and lacked specific strategies to counteract stereotypical patterns. As one interviewee put it, "We were never trained to think about gender differences in science or math—it's just not something we talked about during our education."</p> <p>Gifted education was likewise nearly absent from their training. One participant said, "In school, we never heard anything about gifted education. I would have expected that, because you may have a gifted child inside and would not know how to deal with that." These experiences suggest a disconnect between educator training and the General Competencies' goal of enabling individualized, inclusive education.</p> <p>Despite these deficits, there was widespread willingness to engage in further training. Participants expressed strong motivation to improve their competence in both STEM and gifted education domains.</p> <hd id="AN0192874150-23">Implementation of STEM and Giftedness in Early Childhood Education Centers' Practice</hd> <p>While training in STEM was minimal, most educators reported integrating STEM themes into their early education centers' classrooms, often through hands-on activities and everyday exploration. These efforts were primarily self-initiated and reflect an understanding of experiential learning, aligned with the Austrian National Education Framework Plan. Common activities included nature-based learning, experiments, and the use of technology. For example, one participant shared, "We currently have tadpoles in the aquarium. The development steps are documented in pictures, and the individual stages are discussed in detail." Another described the use of mathematics in daily routines: "Math comes up all the time—through board games, sorting shapes, or ordering objects by size." The idea that STEM is embedded in everyday life in early childhood education centers was expressed clearly: "Children are born researchers. They try things out, test how things work. It's not just about doing experiments—it's about exploring the world daily." Others emphasized that STEM happens "invisibly" through self-directed play: "That includes pouring water at the snack table or transferring it between containers—those are all STEM-related activities, even if we don't always recognize them as such."</p> <p>Educators cited a variety of barriers to fully implementing STEM, including a lack of time, resources, and appropriate facilities. One participant highlighted, "Currently, I do not even have a sink in the group room, so I have to work completely differently." Others explained that accessible materials strongly influence practice: "What I have heard or done myself and material is easily accessible, I use more easily than if I have to prepare a new offer." Technological resources like BeeBots were often underused due to staffing constraints or lack of training. As one participant explained, "We got BeeBots, but nobody uses them. I haven't found a meaningful use yet, and it takes too long to introduce them, which leaves the other children behind." Another added, "Programming with BeeBots would be possible in theory, but I don't use them. It always requires a teacher to guide the task, and I don't have the resources." Another notable theme that emerged from the interviews was the limited involvement of parents and families in STEM-related activities. Several educators reported that collaboration with families is minimal and often limited to superficial communication. As one educator noted, "Parents rarely know what we do in the group when it comes to science or technology. It's not something they ask about, and we usually don't have the time or space to involve them." Some participants expressed a desire to strengthen this connection but felt unequipped or unsupported in doing so: "I think it would be great to include parents in experiments or small projects, but there's no structure for that in our system. Everything is left to our initiative." These insights indicate a disconnect between early childhood institutions and families in promoting STEM learning, despite international evidence emphasizing the importance of a holistic, family-engaged approach. Several educators commented on gender-specific differences in STEM engagement. Some observed that boys tended to show more interest in construction, technology, or engineering-related activities, while girls gravitated toward language, creative, or social domains. Only two participants reported actively addressing these tendencies by designing inclusive learning opportunities. One educator mentioned, "I try to make sure girls also get excited about building things or using robots."</p> <p>Similar to STEM, gifted education was rarely implemented in any structured way. Educators reported difficulties in identifying and supporting gifted children. One noted, "The hardest part is even recognizing the giftedness at all." Another added, "I support the child as best I can, but sometimes I realize it's beyond my capabilities." Resource limitations, such as large group sizes and wide developmental ranges, were often cited as hindrances. As one participant put it, "We have 2.5-year-olds who need diapers changed, and 6-year-olds who can count to 100—balancing their needs is very difficult." Despite these challenges, some educators reported efforts to differentiate their offerings. One participant shared, "There are always several levels of difficulty in my offers. If there is time after concrete tasks, the gifted receive an additional task from me or other offers 'for the faster ones'." Another emphasized autonomy: "It's important to teach gifted children how to challenge themselves—self-directed learning is key." However, most were unaware of any professional development opportunities related to gifted education, which further limits the scalability of effective practices.</p> <hd id="AN0192874150-24">Discussion</hd> <p>This study has outlined the current deficiencies in STEM education and talent development in Austria's early childhood educator training programs. The findings highlight the pressing need for a more comprehensive preparation of educators in STEM and talent development, with a particular focus on improving the transition to practical implementation in early childhood education settings.</p> <p>Given the educators' feelings of inadequacy in STEM didactics and their expressed interest in further training, it is evident that education and training in STEM talent development are crucial. This also aligns with the studies by [<reflink idref="bib4" id="ref40">4</reflink>], [<reflink idref="bib7" id="ref41">7</reflink>], [<reflink idref="bib13" id="ref42">13</reflink>] and [<reflink idref="bib16" id="ref43">16</reflink>]. The training should not only focus on content expertise but also use practical examples to demonstrate how STEM promotion can be effectively integrated into settings of early childhood education centers. It is crucial to show how offerings in this area can be both personnel-friendly and resource-efficient, utilizing minimal materials or, if possible, everyday objects. Our results are consistent with findings from several studies ([<reflink idref="bib23" id="ref44">23</reflink>]; [<reflink idref="bib33" id="ref45">33</reflink>]). Furthermore, in the realm of education, the question arises as to whether teachers of STEM subjects, who are typically not early childhood educators themselves, are adequately trained, especially in institutions for early childhood education, to demonstrate the transfer of knowledge into practice sufficiently. Topics related to STEM promotion might be better suited for didactic courses, where instructors with experience in early childhood education can provide students with examples and ideas of best practices. Additionally, there is an opportunity to make STEM activities mandatory during practical training within the education program. To address these issues, a STEM specialization at the early childhood educator teacher training level is necessary ([<reflink idref="bib23" id="ref46">23</reflink>]; [<reflink idref="bib33" id="ref47">33</reflink>]). This specialization would equip future educators with the necessary knowledge, skills, and pedagogical strategies to integrate STEM education effectively into early childhood settings. Specialized courses focused on STEM didactics, curriculum development, and hands-on learning experiences would ensure educators are well-prepared to facilitate engaging and meaningful STEM experiences for young children. Moreover, while having a comprehensive STEM curriculum for childhood education centers is crucial, it is only sufficient if educators are made aware of the importance of STEM in the early years and lack the necessary training to implement STEM activities effectively ([<reflink idref="bib2" id="ref48">2</reflink>]). Therefore, alongside developing a robust STEM curriculum, there must be a concerted effort to provide ongoing professional development opportunities for early childhood educators. This training should emphasize the value of STEM education in fostering critical and scientific thinking, problem-solving skills, and a lifelong love of learning from an early age. While [<reflink idref="bib26" id="ref49">26</reflink>] and [<reflink idref="bib41" id="ref50">41</reflink>] emphasize the importance of introducing children to scientific thinking and technologies at an early age, this is only implemented to a limited extent in Austrian education. To improve this situation, educators need more practice-oriented professional development focused on the concrete implementation of STEM projects. This includes the integration of digital tools, understanding basic programming, and applying scientific methods in everyday life. As systematic training programs specifically in the areas of technology integration and scientific thinking, we could introduce specific training programs and explain their potential to strengthen STEM competencies and foster talents. The connections between the competency areas anchored in the educational framework and the STEM content, as illustrated in Table 3, highlight the need for better alignment of these competencies. Particularly in the areas of technology integration and scientific thinking, there is a significant need for improvement to foster children's natural curiosity and strengthen the competencies of educators in practical implementation ([<reflink idref="bib23" id="ref51">23</reflink>]). Additionally, involving parents and families in STEM projects is internationally recognized as crucial for creating a holistic learning environment for children ([<reflink idref="bib30" id="ref52">30</reflink>]). However, in Austrian education, parents are rarely involved in the learning process, which represents a missed opportunity to expand STEM learning opportunities beyond early childhood education centers. In addition to structural and curricular challenges, the role of gender in early STEM education emerged as a noteworthy but underexplored theme. Most participants lacked awareness or training in this area. However, this is crucial when looking at international findings that underscore the impact of educators' implicit biases on children's STEM engagement, particularly for girls ([<reflink idref="bib2" id="ref53">2</reflink>]). While some educators expressed a general desire to treat all children equally, only a few attempted to implement gender-inclusive strategies and even these efforts were minimal and often lacked a clear understanding of gender-sensitive pedagogy. These findings highlight the importance of including gender-sensitive STEM pedagogy as part of both pre-service and in-service educator training.</p> <p>Table 3. Connection Between Education Framework Plan and STEM Competencies</p> <p>Graph</p> <p> <ephtml> <table><thead valign="top"><tr><th align="left">ECE Competency Area and Competencies</th><th align="center">Competency Areas of the Education Framework Plan</th><th align="center">STEM-Related Skills/Competencies</th><th align="center">Training Availability</th><th align="center">Gaps/Challenges Identified</th></tr></thead><tbody valign="top"><tr><td align="left">Child development (Understanding developmental milestones and creating child-centered, developmentally appropriate learning environments)</td><td align="left">Emotions and social relationships</td><td align="left">Developing scientific thinking through observation of natural phenomena and experiments by creating child-centered developmentally appropriate learning environments</td><td align="left">BAfEP: Basic knowledge in natural sciences; college and universities: Possibility for in-depth study</td><td align="left">Insufficient practical applications in science topics</td></tr><tr><td align="left">Classroom and curriculum planning and implementation (Designing and implementing developmentally appropriate curricula that integrate STEM concepts and support exploration and problem-solving)</td><td align="left">Emotions and social Relationships;Ethics and society;Language and Communications;Movement and Health;Aesthetics and Design;Nature and technology</td><td align="left">Linking scientific content (hands-on content) to everyday learning activities, promoting problem-solving skills through experiments</td><td align="left">BAfEP: Basic knowledge in didactics and natural sciences; college and universities: In-depth study in master's programs and possibility for specialization</td><td align="left">Lack of a unified approach to integrating STEM into planning practice and lack of practical implementation of scientific methods</td></tr><tr><td align="left">Technology integration (Integrating digital tools appropriately and foster media literacy in early learners)</td><td align="left">Nature and technology; language and communications</td><td align="left">Introduction and integration of digital media and technologies (e.g., use of technology like tablets and robots in early childhood education), thereby fostering media literacy</td><td align="left">BAfEP: Introduction to media education; college and universities: Specialization options</td><td align="left">Lack of training in using modern technologies in early childhood education</td></tr><tr><td align="left">Assessment and observation (Observing and documenting children's learning systematically to inform STEM-related planning)</td><td align="left">Language and Communication;Movement and Health;Aesthetics and Design;Nature and technology</td><td align="left">Observing children's problem-solving skills, creativity, teamwork, and understanding of structural engineering principles</td><td align="left">Less emphasize in all training paths</td><td align="left">Potential for professional development</td></tr><tr><td align="left">Parent and family engagement (Engaging families in STEM learning through collaborative projects and communication)</td><td align="left">Ethics and society;Language and communication</td><td align="left">Involving parents in STEM activities</td><td align="left">Less emphasize in all training paths</td><td align="left">Potential for fostering STEM engagement through family involvement</td></tr><tr><td align="left">Professionalism, ethics and cultural competencies (Engaging in ongoing professional development and applying ethical, inclusive practices in STEM education)</td><td align="left">Ethics and society;Language and communication</td><td align="left">Continuous professional development in STEM education in early childhood</td><td align="left">Further training opportunities (professional development in early childhood education) for educators after graduation</td><td align="left">Lack of structured training opportunities for STEM topics</td></tr></tbody></table> </ephtml> </p> <p>Looking at talent development, an apparent weakness in education is evident. Giftedness and high ability should be addressed as part of the inclusive education of children with special needs. Even in further education in the field of talent development at university colleges, few offerings can be attended by early childhood educators. However, as stated in the introduction, early childhood educators need this knowledge to effectively observe, support and nurture children in early childhood education settings and assist in realizing their full potential ([<reflink idref="bib11" id="ref54">11</reflink>]; [<reflink idref="bib12" id="ref55">12</reflink>]; [<reflink idref="bib22" id="ref56">22</reflink>]; [<reflink idref="bib24" id="ref57">24</reflink>]; [<reflink idref="bib37" id="ref58">37</reflink>]). Options could include specialized training for the early childhood education sector or adapting existing training programs to be more accessible and relevant for early childhood educators.</p> <p>In conclusion, this study underscores the critical need for specialized STEM training and continuous professional development for early childhood educators in an era characterized by rapid technological advancements and a growing demand for STEM expertise. Early childhood experiences play a pivotal role in shaping children's future trajectories, and by equipping educators with the necessary knowledge, skills, and pedagogical approaches in STEM, early childhood settings can become vibrant hubs of inquiry-based learning. This not only fosters children's cognitive and social-emotional development but also cultivates a lifelong passion for STEM exploration. However, the challenges identified in this study are not unique to Austria; similar gaps in educators' confidence and STEM teaching preparation have been observed internationally. For instance, [<reflink idref="bib23" id="ref59">23</reflink>] reported comparable issues in the United States, while studies from Australia and the UK also noted limited exposure to STEM strategies during formal training ([<reflink idref="bib40" id="ref60">40</reflink>]). Furthermore, investing in the professional growth of early childhood educators is essential for ensuring the quality and equity of STEM education. This underscores the global relevance of addressing these gaps through curriculum reforms and sustained professional growth, thereby empowering educators to create inclusive and engaging learning environments that meet the diverse needs of young learners. The findings of this study have significant implications for policymakers, educators, and researchers. They emphasize the need for curriculum reforms to integrate STEM specialization into early childhood educator training programs, increased investment in professional development opportunities for early childhood educators in STEM, and further research to investigate the long-term impact of these interventions on children's STEM learning outcomes and career aspirations.</p> <p>By prioritizing the professional development of early childhood educators, educational systems can cultivate a highly skilled workforce capable of nurturing STEM talent and preparing children for success in an increasingly complex and technologically driven world.</p> <hd id="AN0192874150-25">Summary</hd> <p>The aim of this study was to address the incorporation of STEM education and talent development in early childhood educator training programs in Austria.</p> <p>To address the first research question regarding the extent of incorporation of STEM education in early childhood educator training programs, it was seen that the training program for early childhood educators in BAfEPs does not specifically offer education in STEM subjects. Additionally, STEM content has little to no inclusion in the curricula of these programs. Despite the Austrian National Education Framework Plan and the General Competencies of Early Childhood Educators both emphasize the importance of equipping educators with the skills to design developmentally appropriate curricula, including fostering children's curiosity about nature and technology. However, interviews with educators revealed that these goals are not sufficiently addressed in their formal training programs. The Framework Plan highlights the role of STEM education as part of the "Nature and Technology" and "Language and Communication" areas, while the General Competencies stress fostering holistic development, including creative problem-solving and scientific inquiry. Despite these clear expectations, educators report a lack of training that prepares them to meet these standards in practice. Interviews conducted with educators indicate that the content in STEM subjects primarily focuses on natural science topics, with insufficient emphasis on communicating and applying this knowledge in practice. Educators express fear of insufficient expertise and lack of subject knowledge in STEM subjects, which are cited as the main reasons for the limited offering of STEM-related activities in settings of early childhood education. Moreover, talent development for early childhood educators is offered through specific courses on a part-time basis, but it is not represented in the curricula of Vocational Higher Schools or bachelor's and master's degree programs. Interviews also reveal that educators do not commonly implement talent development initiatives, including STEM talent development, and there is a lack of awareness regarding specific opportunities for further training and professional development in this area.</p> <p>The second research question explores the barriers and challenges early childhood educators face in Austria when attempting to implement STEM-related activities in early childhood education settings. It was seen that the implementation of STEM-related activities in settings of early childhood education in Austria faces several perceived barriers and challenges. Early childhood educators express concerns about their limited preparation and expertise in STEM subjects, as their training programs do not specifically offer education in these areas. There is little to no inclusion of STEM content in the curricula, leading to educators' lack of confidence and knowledge when incorporating STEM activities into their teaching practices. Resource constraints also pose significant challenges for educators. They cite a need for more personnel, materials, and knowledge as major barriers to effectively implementing STEM-related projects. This suggests that limited access to resources hinders the successful implementation of STEM activities in early childhood education settings. Furthermore, the emphasis on other activities, such as artistic and creative pursuits, often takes precedence over STEM subjects in the curriculum. The content in STEM subjects primarily focuses on natural science topics, with inadequate emphasis on communicating and applying this knowledge in practice. As a result, educators may not prioritize or prioritize, to a lesser extent, the integration of STEM-related activities into their teaching.</p> <p>Although this study focuses on the Austrian early childhood education system, the findings offer broader insights into common challenges in integrating STEM and talent development in early education. Many countries report similar issues, including insufficient teacher training in STEM didactics, lack of confidence in scientific and technological subjects, and limited practical implementation. Thus, the Austrian case can serve as a reference for international efforts to improve early STEM education and align training programs with national curricula. These insights may be particularly relevant for countries with centralized education systems or where early childhood education is governed by national frameworks.</p> <p>Moreover, although gender differences were not a central research focus, the findings suggest that early childhood educators often lack training and strategies for addressing gender stereotypes in STEM education. Integrating gender-sensitive approaches into educator training could help ensure more inclusive and equitable STEM learning opportunities. Given the needed increasing emphasis on gender equity in STEM education globally, further research should explore how gender-sensitive pedagogical practices can be embedded more systematically into early childhood educator training programs.</p> <p>Future research in this area could explore innovative approaches to educator training and professional development, as well as strategies for seamlessly integrating STEM education and talent development into the daily practices of early childhood educators. Additionally, further investigation into aligning training programs with the Austrian National Education Framework Plan and the General Competencies of Early Childhood Educators may provide valuable insights for enhancing STEM education in early childhood settings.</p> <hd id="AN0192874150-26">ORCID iDs</hd> <p>Sara Hinterplattner https://orcid.org/0000-0002-9601-433X</p> <p>Michaela Stockinger https://orcid.org/0000-0002-7738-9953</p> <p>Maritta Schalk https://orcid.org/0000-0001-5919-0441</p> <hd id="AN0192874150-27">Appendix A</hd> <p>Interview Questions</p> <p></p> <ulist> <item> A. Demographic Information:</item> <p></p> <item> (<reflink idref="bib1" id="ref61">1</reflink>) What is your current role and position?</item> <p></p> <item> (<reflink idref="bib2" id="ref62">2</reflink>) What type of training have you received (e.g., BAfEP)?</item> <p></p> <item> (<reflink idref="bib3" id="ref63">3</reflink>) How many years of experience do you have working in early childhood education?</item> <p></p> <item> (<reflink idref="bib4" id="ref64">4</reflink>) What is your gender?</item> <p></p> <item> B. Understanding and Importance of STEM in Early Childhood Education</item> <p></p> <item> (<reflink idref="bib1" id="ref65">1</reflink>) How would you define STEM in the context of early childhood education?</item> <p></p> <item> (<reflink idref="bib2" id="ref66">2</reflink>) How important do you think STEM education is in the early childhood education setting?</item> <p></p> <item> (<reflink idref="bib3" id="ref67">3</reflink>) Are there specific concepts or ideas that you associate with STEM education?</item> <p></p> <item> (<reflink idref="bib4" id="ref68">4</reflink>) How do you get children excited about STEM topics in early childhood education centers?</item> <p></p> <item> (<reflink idref="bib5" id="ref69">5</reflink>) Has your attitude toward STEM promotion changed over the course of your career?</item> <p></p> <item> C. Implementation of STEM in Practice</item> <p></p> <item> (<reflink idref="bib1" id="ref70">1</reflink>) How is STEM currently implemented in your early childhood education center?</item> <p></p> <item> (<reflink idref="bib2" id="ref71">2</reflink>) Are there specific didactic or creative learning concepts for STEM in your setting?</item> <p></p> <item> (<reflink idref="bib3" id="ref72">3</reflink>) What kinds of STEM-related activities do you conduct with children?</item> <p></p> <item> (<reflink idref="bib4" id="ref73">4</reflink>) How do you integrate STEM topics into everyday routines and activities in the early childhood education center?</item> <p></p> <item> (<reflink idref="bib5" id="ref74">5</reflink>) Can you observe different interests between students' genders regarding STEM topics?</item> <p></p> <item> (<reflink idref="bib6" id="ref75">6</reflink>) Do you actively try to counter gender stereotypes in your work?</item> <p></p> <item> (<reflink idref="bib7" id="ref76">7</reflink>) How do you engage girls specifically in STEM areas?</item> <p></p> <item> D. Digitalization in Early Childhood Education Centers</item> <p></p> <item> (<reflink idref="bib1" id="ref77">1</reflink>) What digital devices are available in your early childhood education center?</item> <p></p> <item> (<reflink idref="bib2" id="ref78">2</reflink>) Who uses these digital devices?</item> <p></p> <item> (<reflink idref="bib3" id="ref79">3</reflink>) What are the devices used for (planning, documentation, communication, learning)?</item> <p></p> <item> (<reflink idref="bib4" id="ref80">4</reflink>) What kind of digital offerings are available and what devices are used (e.g., tablets, projectors)?</item> <p></p> <item> E. Gifted Education</item> <p></p> <item> (<reflink idref="bib1" id="ref81">1</reflink>) How do you define "giftedness" in the early childhood context?</item> <p></p> <item> (<reflink idref="bib2" id="ref82">2</reflink>) Are there formal or informal processes in your setting for identifying giftedness in young children?</item> <p></p> <item> (<reflink idref="bib3" id="ref83">3</reflink>) Do you encounter gifted or highly talented children in your early childhood education center? If so, how do you identify them?</item> <p></p> <item> (<reflink idref="bib4" id="ref84">4</reflink>) What kind of support do gifted children receive in your early childhood education center?</item> <p></p> <item> (<reflink idref="bib5" id="ref85">5</reflink>) Are there any specific strategies or activities you use to promote giftedness, especially in STEM-related areas?</item> <p></p> <item> (<reflink idref="bib6" id="ref86">6</reflink>) What challenges do you face in supporting gifted children?</item> <p></p> <item> F. Training and Professional Preparation</item> <p></p> <item> (<reflink idref="bib1" id="ref87">1</reflink>) Was STEM education part of your training?</item> <p></p> <item> (<reflink idref="bib2" id="ref88">2</reflink>) Would you be interested in further training in STEM? Why or why not?</item> <p></p> <item> (<reflink idref="bib3" id="ref89">3</reflink>) What did you learn to implement STEM education creatively in early childhood education?</item> <p></p> <item> (<reflink idref="bib4" id="ref90">4</reflink>) What did you learn to promote digital competence in early childhood education?</item> <p></p> <item> (<reflink idref="bib5" id="ref91">5</reflink>) Why do you think educators avoid teaching STEM in early childhood education centers?</item> <p></p> <item> (<reflink idref="bib6" id="ref92">6</reflink>) Did you receive training or professional development on identifying and fostering giftedness?</item> <p></p> <item> (<reflink idref="bib7" id="ref93">7</reflink>) Was gender and diversity addressed in your training?</item> <p></p> <item> (<reflink idref="bib8" id="ref94">8</reflink>) What aspects of your training were most helpful in preparing you for STEM education in practice/gifted education?</item> <p></p> <item> (<reflink idref="bib9" id="ref95">9</reflink>) What topics do you think should be part of a bachelor's or master's degree in early childhood education?</item> <p></p> <item> G. Learning Environments and Educational Vision</item> <p></p> <item> (<reflink idref="bib1" id="ref96">1</reflink>) How would you describe the average learning environment in a typical early childhood education center?</item> <p></p> <item> (<reflink idref="bib2" id="ref97">2</reflink>) How would you describe the ideal learning environment in your dream early childhood education center?</item> <p></p> <item> (<reflink idref="bib3" id="ref98">3</reflink>) What should such a learning environment support and promote?</item> <p></p> <item> (<reflink idref="bib4" id="ref99">4</reflink>) Which areas of development do children particularly need support in? And which areas are important in terms of children's future career orientation?</item> <p></p> <item> (<reflink idref="bib5" id="ref100">5</reflink>) How do you evaluate the current learning environment in terms of supporting STEM competencies/gifted education?</item> <p></p> <item> H. Support, Challenges, and Needs</item> <p></p> <item> (<reflink idref="bib1" id="ref101">1</reflink>) What challenges do you see in promoting STEM/talents in early childhood education?</item> <p></p> <item> (<reflink idref="bib2" id="ref102">2</reflink>) What kind of support would you need for integrating STEM promotion in early childhood education centers (organizational, spatial, material) and what kind of training or continuing education would educators need?</item> <p></p> <item> (<reflink idref="bib3" id="ref103">3</reflink>) What kind of learning environment would you wish for promoting STEM/talents and what equipment or materials are necessary for that?</item> <p></p> <item> (<reflink idref="bib4" id="ref104">4</reflink>) What does an ideal spatial concept for STEM/talent education in early childhood education look like?</item> <p></p> <item> (<reflink idref="bib5" id="ref105">5</reflink>) How would annual, monthly, or weekly planning with a focus on STEM/talents look?</item> </ulist> <ref id="AN0192874150-28"> <title> References </title> <blist> <bibl id="bib1" idref="ref38" type="bt">1</bibl> <bibtext> Ary D., Jacobs L. 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  Label: Title
  Group: Ti
  Data: STEM and Talent Promotion in Early Childhood Educators' Training in Austria
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Sara+Hinterplattner%22">Sara Hinterplattner</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9601-433X">0000-0002-9601-433X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michaela+Stockinger%22">Michaela Stockinger</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7738-9953">0000-0002-7738-9953</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sandra+Leitner%22">Sandra Leitner</searchLink><br /><searchLink fieldCode="AR" term="%22Jakob+Sebelin+Skogø%22">Jakob Sebelin Skogø</searchLink><br /><searchLink fieldCode="AR" term="%22Maritta+Schalk%22">Maritta Schalk</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5919-0441">0000-0001-5919-0441</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Gifted+Child+Today%22"><i>Gifted Child Today</i></searchLink>. 2026 49(2):134-147.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Academically+Gifted%22">Academically Gifted</searchLink><br /><searchLink fieldCode="DE" term="%22Talent+Development%22">Talent Development</searchLink><br /><searchLink fieldCode="DE" term="%22Gifted+Education%22">Gifted Education</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Teachers%22">Early Childhood Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Integrated+Activities%22">Integrated Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Curriculum%22">Teacher Education Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Austria%22">Austria</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/10762175251409246
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1076-2175<br />2162-951X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In Austria, early childhood educator training programs generally lack a strong emphasis on STEM (Science, Technology, Engineering, and Mathematics) education and talent development. This study investigates the extent to which Austrian early childhood educators are prepared to integrate STEM concepts into their pedagogical practices and support giftedness in young children. The research examines the alignment between educators' training and the goals outlined in the Austrian National Education Framework Plan, as well as the General Competencies for Early Childhood Educators. Through semi-structured interviews with early childhood educators, the study identifies significant gaps in training related to STEM education, particularly in the practical application of STEM concepts and the promotion of giftedness. Despite a strong theoretical foundation in STEM subjects, participants reported insufficient practical experience and a lack of training in gifted education. Structural barriers, including resource shortages and personnel constraints, further hindered the integration of STEM activities in early childhood education centers. Moreover, while many educators expressed enthusiasm for STEM and talent development, they were often unaware of professional development opportunities in these areas. The findings underscore the need for a more integrated approach to STEM and talent promotion in early childhood educator training, aligning curricula with the Austrian National Education Framework Plan and the General Competencies. By addressing these gaps, it is possible to better equip educators to foster STEM-related skills and identify and nurture giftedness in young children.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1502896
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1502896
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      – Type: doi
        Value: 10.1177/10762175251409246
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 134
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Academically Gifted
        Type: general
      – SubjectFull: Talent Development
        Type: general
      – SubjectFull: Gifted Education
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Early Childhood Teachers
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Integrated Activities
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Teacher Education Curriculum
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Child Development
        Type: general
      – SubjectFull: Austria
        Type: general
    Titles:
      – TitleFull: STEM and Talent Promotion in Early Childhood Educators' Training in Austria
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              Type: published
              Y: 2026
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