Abstract

This study looked into practices of STEM education in pre-primary schools, with regards to the approaches utilized, resources available, as well as prevalent challenges encountered in the process. Qualitative research approach was adopted, while 45 pre-primary classes were observed and their teachers were also interviewed across the three senatorial districts in Oyo State. Findings revealed that children have limited experiences in STEM, which are not sufficient to develop deep understanding of STEM. Significantly, mathematics and science are the main areas of STEM carried out, and often taught as separate subjects through textbooks and work-books, drills and exercises approaches, while resources are grossly inadequate and not provided in many instances. It was observed that most of the teachers have not received specific training in this area, and there was also no clear guidelines to implement STEM in most of the schools visited. These findings call for urgent attention to improving STEM practices in pre-primary schools through proper professional development and support.