STEM Prep Academy
Our Approach
Research-Informed STEM Learning
Looking Beyond What Children Create to Understand How They Think
Our Educational Philosophy
Every Child Is a STEM Thinker
We believe children are naturally curious and capable of engaging in foundational STEM thinking from an early age.
Rather than focusing exclusively on the outcome of an activity, our educators pay attention to children's thinking throughout the learning process.
We create opportunities for children to ask questions, explore ideas, investigate problems, design solutions, and reflect on their experiences.
Our approach recognizes that meaningful STEM learning occurs not only when children create something successfully, but also when they experiment, encounter challenges, reconsider their ideas, and try again.
The Early Childhood STEM Thinking Framework
Making Children's Thinking Visible
The Early Childhood STEM Thinking Framework is a research-informed educational framework created by Renee Harris, MSEd, founder of STEM Prep and doctoral researcher in education.
The framework emphasizes recognizing and supporting the foundational STEM thinking children demonstrate during integrative STEM learning experiences.
By shifting attention from what children produce to how they engage in the learning process, educators can better recognize children's reasoning, problem-solving strategies, curiosity, and developing understanding.
The framework is designed to support intentional observation, instructional planning, educator reflection, and meaningful STEM learning experiences.
"We value the thinking behind the process, not just the finished product."
Five Indicators of STEM Thinking
Recognizing Thinking in Action
Our framework identifies five indicators that guide how educators recognize and document children's STEM thinking during meaningful learning experiences.
Inquiry
Wondering, asking, predicting, and exploring.
Classroom example
A child asks, "What happens if I add more water?" and begins testing their prediction by pouring and observing.
Design
Planning, choosing materials, and building solutions.
Classroom example
A child selects specific blocks and arranges them intentionally, explaining, "I need the tall ones for the walls."
Reasoning
Comparing, explaining, and connecting ideas to what happens.
Classroom example
A child says, "Mine fell down because it was too heavy on top — I need to make the bottom bigger."
Revision
Changing an idea after testing, feedback, or reflection.
Classroom example
After a structure collapses, a child pauses, reconsiders their design, and rebuilds using a different approach.
Collaboration
Sharing ideas, listening, and working with others.
Classroom example
Two children negotiate roles: "You hold it steady and I'll tape it," then adjust their plan together when it doesn't work.
Thinking is not a straight line. These indicators overlap, and children can revisit them in any order.
From Research to Practice
What STEM Thinking Looks Like at STEM Prep
Our educational approach comes to life through intentional, hands-on and inquiry-based learning experiences.
Purposeful Exploration
Children investigate materials, ask questions, explore possibilities, and discover relationships through meaningful experiences.
Real-World Problem-Solving
STEM investigations encourage children to apply their knowledge, test ideas, and develop solutions to authentic, age-appropriate challenges.
Intentional Educator Guidance
Our educators facilitate learning through observation, meaningful questions, targeted instruction, and developmentally appropriate support.
Reflection & Documentation
We document learning through observations, student explanations, photographs, work samples, and reflections, allowing us to recognize how children's ideas develop over time.
The Research Behind Our Practice
Our approach is informed by educational theories and practices that recognize children as active participants in the learning process.
Constructivist Learning Theory
Children develop understanding by actively engaging with their environments, investigating problems, and building on prior knowledge.
Sociocultural Learning Theory
Learning develops through social interaction, language, collaboration, and guidance from educators and peers.
Developmentally Appropriate Practice
Learning experiences are designed to reflect children's developmental needs, individual strengths, backgrounds, and interests.
Integrative STEM Education
Science, technology, engineering, and mathematics are connected through purposeful experiences that encourage children to apply knowledge across disciplines.
These research foundations inform how STEM Prep designs learning environments, develops curriculum, and supports children's STEM thinking.
Meet the Framework Developer
Renee Harris, MSEd
Founder of STEM Prep | STEM Education Consultant & Curriculum Designer | Doctoral Researcher
Renee Harris is an educator, STEM education entrepreneur, and doctoral researcher whose work focuses on understanding how young children demonstrate foundational STEM thinking during integrative STEM learning experiences.
Drawing on her experience in early childhood education, curriculum development, and STEM program design, she is developing the Early Childhood STEM Thinking Framework to support educators in recognizing and making children's thinking visible.
Her work connects educational research with practical classroom experiences, emphasizing intentional STEM instruction, equitable learning opportunities, and the importance of early STEM experiences.
Experience Our Approach
At STEM Prep, research informs how we design learning experiences, support children, and create opportunities for exploration and discovery.
Discover how our approach comes to life through our preschool, STEM enrichment programs, and K–4 microschool launching in September 2027.