Exploring early childhood educators’ lived experiences in nurturing young learners’ interests and talents through STEAM-based learning

Abstract

This study explores early childhood education (ECE) teachers’ lived experiences of nurturing children’s interests and talents through STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning. While previous research emphasises child outcomes, curricula, and teacher readiness, teachers’ experiences in resource-constrained settings remain underexplored. Using a descriptive Husserlian phenomenological design, the study involved four Indonesian ECE teachers with at least one year of STEAM implementation experience. Data from semi-structured interviews, classroom observations, and supporting documents were analysed using Colaizzi’s seven-step method. Four themes captured the essence of teachers’ experiences: recognising routine play-based activities as STEAM; innovating with everyday and recycled materials despite resource constraints; shifting toward child-centred inquiry, positioning children as “little researchers”; and becoming facilitators who use open-ended questions and treat mistakes as learning opportunities. Across these themes, teachers described children’s curiosity and preferred forms of expression as starting points for nurturing interests and emerging talents. Limited formal training and resources remained challenges. The findings provide an experiential account of how STEAM reshapes teachers’ professional understanding and practice, without establishing measured improvements in children’s talents. Sustained professional development, teacher learning communities, and institutional support are recommended to strengthen context-sensitive STEAM implementation and help teachers recognise and nurture children’s diverse interests and emerging talents.