Abstract
In China, the increasing implementation of science, technology, engineering, arts and mathematics (STEAM) education in kindergartens underscores the importance of addressing equity issues and identifying effective strategies. This study uses a mixed-methods approach, conducting surveys among 119 kindergarten teachers along with in-depth interviews with eight kindergarten educators consisting of both teachers and principals, to systematically investigate disparities in resource allocation, professional development opportunities, and student engagement strategies. Through qualitative and quantitative data analysis, the research reveals several challenges, such as lack of STEAM resources, inequitable teacher-student interactions, and insufficient parental involvement, hindering equitable STEAM education, provides a detailed analysis of existing gaps, and offers recommendations for policymakers, teachers, and kindergarten administrators to bridge these gaps in early childhood STEAM education. It is expected that this study will not only reveal the various instances of inequity in early childhood STEAM education but also provide valuable recommendations and insights for educators, parents, community and policymakers.
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