Reflections of the early childhood STEM professional development program on teachers, children and families

This study aimed to create a school-based professional learning community with preschool teachers, to develop a mentoring-based professional development program to support the competencies of this community for STEM education, and to determine the reflections of the program on teachers, children and families. In the study, in which the collaboration-based action research model was used, firstly, focus group interviews were conducted with 12 preschool teachers within the scope of needs analysis. In the second stage, a school-based professional learning community was formed with five preschool teachers, and 54 children and their families were included in the process. These teachers were provided with trainings on STEM education and mentoring support. In order to determine the reflections of the professional development program, data were collected through interviews, observations, reflective diaries, scales and children's products. The results showed that teachers' awareness, knowledge and skills regarding STEM education increased. In addition, it was observed that their skills in creating an educational environment in accordance with the constructivist education approach, acting as a guide, ensuring the active participation of children, communicating with children, recognizing and evaluating children, classroom management, cooperating with families and colleagues, and continuing their professional development were improved. Besides, it was determined that children's interest and knowledge in STEM disciplines increased, and their 21st century skills, STEM literacy and development areas were supported. Finally, it was concluded that families' awareness and knowledge of STEM education, family-child interaction, and school-family cooperation increased.