The iSTEM Rope Model: Defining Integrated Early Childhood STEM Education and Its Pedagogical Linages to the Reggio Emilia-Inspired Approach
Saved in:
| Title: | The iSTEM Rope Model: Defining Integrated Early Childhood STEM Education and Its Pedagogical Linages to the Reggio Emilia-Inspired Approach |
|---|---|
| Language: | English |
| Authors: | Alyse C. Hachey, Pratimaben J. Mehta |
| Source: | Journal of Research in Innovative Teaching & Learning. 2026 19(1):131-144. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Early Childhood Education |
| Descriptors: | Early Childhood Education, STEM Education, Reggio Emilia Approach, Young Children, Integrated Curriculum, Models |
| DOI: | 10.1108/JRIT-05-2024-0125 |
| ISSN: | 1947-1017 |
| Abstract: | Purpose: This paper discusses the implementation of integrated science, technology, engineering and mathematics (EC-iSTEM) education with children in birth-to-age 5 classrooms. It offers a conceptualization for EC-iSTEM, as well as a developmental trajectory in the form of the iSTEM Rope Model. It further highlights the intersection of EC-iSTEM education and the Reggio Emelia-Inspired Approach (RE-IA) as a lens for both viewing EC-iSTEM implementation with young children and as an area of needed research. Design/methodology/approach: This paper uses a qualitative interpretive methodology, drawing from a wide array of theoretical and research literature on early childhood education and integrated STEM education. Findings: Despite growing research and policy reports that advocate for the inclusion of integrated STEM education in early childhood classrooms, today there is currently imprecision in understanding what exactly "integrated STEM" means when applied to the instruction of very young children. This suggests a need for the creation of a unifying conceptual framework, as well as finding alignment with currently known pedagogical approaches to ground the work of birth-to-age 5 teachers and researchers. Research limitations/implications: This paper proposes a new conceptualization of integrated STEM education for use in birth to age 5 classrooms, as well as a synthesis of the current literature to assess the pedagogical linkages between EC-iSTEM and RE-IA. As the proposed conceptualization offered in this paper is new and research in this area is nascent, further empirical investigation is warrented. Originality/value: This paper proposes a new conceptualization of integrated STEM education for use in the early childhood education field. It further synthesizes the current literature to assess the pedagogical linkages between EC-iSTEM and RE-IA, suggesting practice implications for supporting the knowledge and skill development of young children from birth to age 5. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507947 |
| Database: | ERIC |
| Abstract: | Purpose: This paper discusses the implementation of integrated science, technology, engineering and mathematics (EC-iSTEM) education with children in birth-to-age 5 classrooms. It offers a conceptualization for EC-iSTEM, as well as a developmental trajectory in the form of the iSTEM Rope Model. It further highlights the intersection of EC-iSTEM education and the Reggio Emelia-Inspired Approach (RE-IA) as a lens for both viewing EC-iSTEM implementation with young children and as an area of needed research. Design/methodology/approach: This paper uses a qualitative interpretive methodology, drawing from a wide array of theoretical and research literature on early childhood education and integrated STEM education. Findings: Despite growing research and policy reports that advocate for the inclusion of integrated STEM education in early childhood classrooms, today there is currently imprecision in understanding what exactly "integrated STEM" means when applied to the instruction of very young children. This suggests a need for the creation of a unifying conceptual framework, as well as finding alignment with currently known pedagogical approaches to ground the work of birth-to-age 5 teachers and researchers. Research limitations/implications: This paper proposes a new conceptualization of integrated STEM education for use in birth to age 5 classrooms, as well as a synthesis of the current literature to assess the pedagogical linkages between EC-iSTEM and RE-IA. As the proposed conceptualization offered in this paper is new and research in this area is nascent, further empirical investigation is warrented. Originality/value: This paper proposes a new conceptualization of integrated STEM education for use in the early childhood education field. It further synthesizes the current literature to assess the pedagogical linkages between EC-iSTEM and RE-IA, suggesting practice implications for supporting the knowledge and skill development of young children from birth to age 5. |
|---|---|
| ISSN: | 1947-1017 |
| DOI: | 10.1108/JRIT-05-2024-0125 |
