Play and Stem Education in the Early Years: International Policies and Practices

Chapter 1: Introduction.- Chapter 2: Exploring the possibilities of STEM and Play in preschool years in England.- Chapter 3: Psychology of children's play, imagination, creativity and playful pedagogies in early childhood education in Russia.- Chapter 4: Play-based Learning as a Natural Teaching Strategy in the Jamaican Preschool Environment.- Chapter 5: Preparing Early Years Practitioners in Mauritius.- Chapter 6: The Finnish Approach to Early Years STEM Education.- Chapter 7: Early STEM Implementation in PreK and Kindergarten in Mexico.- Chapter 8: Bee-Bot Robots and Learning in the Play-based Behaviour of Preschool Children in Canada.- Chapter 9: Changes in Young Children's Lives and Society through STEM Play in Japan.- Chapter 10: Diverse STEM Interest Development Pathways in Early Childhood.- Chapter 11: Play in Early Learning in Dioramas.- Chapter 12: Engaging Children in Science Learning Through Outdoor Play.- Chapter 13: GLOBE, STEM and Argentine Citizen Science: Collaborations in the Early Years through Outdoor Play in Nature.- Chapter 14: Research in Israel: Does Constructional Play Improve Preschoolers' Engineering Habits of Mind?.- Chapter 15: Fostering 6-year-olds Conceptual Knowledge of Gears with Guided Play in Germany.- Chapter 16: Moving from Direct Teaching to Project-Based Learning in Pre-school Environments in Spain.- Chapter 17: Play and Mathematics in an English Early Years Classrooms in England.- Chapter 18: STEM in the Early Years in China.- Chapter 19: STEM Integrated Play in Early Years: Policies and Practices in Pakistan.- Chapter 20: Addressing Learner Variability Through Executive Function as a Preventive Measure for Early School Leaving in Malta.- Chapter 21: Early Childhood Programming in Sub-Saharan Africa.- Chapter 22: Play, Science and Engineering in the Early Years in Australia.- Chapter 23: Final Chapter: An overview what the contributions tell us.