Young children are natural scientists, exploring the world around them from infancy. While early childhood classrooms abound in opportunities to integrate Science, Technology, Engineering, and Math (STEM), early educators need to intentionally design and implement accessible learning experiences so that all children can develop STEM knowledge and skills. As such, it is essential to understand teachers’ perspectives toward STEM instruction in their everyday classroom practice. Guided by the integrated STEM framework, we examined eight preschool teachers’ STEM teaching practices through in-depth interviews. We present themes related to teachers’ implementation of transdisciplinary, interdisciplinary, and independent exploratory STEM teaching approaches, their observations of both STEM-specific and non-STEM-specific learning outcomes, strategies teachers employed to create equitable and inclusive STEM learning experiences, and their orientation and confidence toward teaching STEM. This study contributes to the literature by exploring the realities of integrated STEM teaching and learning in everyday preschool settings and offering insights into better supporting teachers in this area.

年幼的孩子是天生的科学家，从婴儿时期开始探索周围的世界。虽然幼儿课堂上有很多整合科学、技术、工程和数学 （STEM） 的机会，但早期教育工作者需要有意识地设计和实施无障碍的学习体验，以便所有孩子都能发展 STEM 知识和技能。因此，了解教师在日常课堂实践中对 STEM 教学的看法至关重要。在综合 STEM 框架的指导下，我们通过深入访谈研究了八名学前教师的 STEM 教学实践。我们提出了与教师实施跨学科、跨学科和独立探索性 STEM 教学方法、他们对 STEM 特定和非 STEM 特定学习成果的观察、教师为创造公平和包容性的 STEM 学习体验而采用的策略，以及他们对 STEM 教学的取向和信心相关的主题。本研究通过探索日常学前环境中综合 STEM 教学和学习的现实并为更好地支持该领域的教师提供见解，为文献做出了贡献。