Addressing variability in learning in the early years through STEM and executive function

Abstract

Early Childhood Education and Care (ECEC) policy and practice develops in the early years of life. This understanding will facilitate the implementation of inclusive and equitable quality educational programmes in ECEC. Educators play a primary role and require support and training to proactively plan and address variability in learning across learning environments. Universal Design for Learning (UDL) is a framework guided by the neuroscience and psychology of how learning occurs and guides educators to best support all learners. UDL establishes flexible learning environments that provide accessibility from the outset. By providing multiple means of engagement, recognition, action and expression, educators can promote expert learning to help each learner actualize their potential and understand what serves them best across contexts. When learning environments are established through intentional design predicated on how children learn, educators can better equip young learners with a robust platform for successful future learning impinging on their learning engagement and motivation. This chapter describes efforts in Malta that focus on national decision-making policies and strategies with a clear vision that early childhood years’ experiences impact society, the environment, and the economy. With a focus on UDL and highlighting how executive function can be explicitly scaffolded during STEM learning experiences, this chapter offers examples of initiatives being implemented in Malta.