Altan, S., Lane, J., & Dottin, E. (2017). Using habits of mind, intelligent behaviors, and educational theories to create a conceptual framework for developing effective teaching dispositions. Journal of Teacher Education, 0022487117736024.
Australian Government Department of Education, Employment and Workplace Relations. (2009). Belonging, being and becoming: The early years learning framework for Australia. Retrieved from https://www.education.gov.au/early-years-learning-framework-0. Accessed 23 Jan 2018.
Australian Government Department of Education and Training. (2018). Through growth to achievement: Report of the review to achieve educational excellence in Australian schools. Retrieved from https://docs.education.gov.au/node/50516. Accessed 7 Apr 2018.
Australian Industry Group. (2013). Lifting our science, technology, engineering and mathematics (STEM) skills. Sydney: Australian Industry Group.
Breiner, J., Harkness, S., Johnson, C., & Koehler, C. (2012). What is STEM? A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics, 112(1), 3–11.
Brenneman, K. (2011). Assessment for preschool science learning and learning environments. Early Childhood Research & Practice, 13(1). Retrieved from http://ecrp.uiuc.edu/v13n1/brenneman.html. Accessed 8 Dec 2017.
Çalik, M., & Coll, R. (2012). Investigating socioscientific issues via scientific habits of mind: Development and validation of the scientific habits of mind survey. International Journal of Science Education, 34(12), 1909–1930.
Campbell, J. (2006). Theorising habits of mind as a framework for learning. Computer and Mathematics Science, 6, 102–109.
Clarke, B., Cheeseman, J., & Clarke, D. (2006). The mathematical knowledge and understanding young children bring to school. Mathematics Education Research Journal, 18(1), 78–102.
Commonwealth of Australia. (2017). National innovation and science agenda. Australian Government.
Creswell, J. (2009). Research design: Qualitative, quantitative and mixed method approaches (3rd ed.). Thousand Oaks, CA: Sage Publications.
Cuoco, A., Goldenberg, E., & Mark, J. (1996). Habits of mind: An organizing principle for mathematics curricula. The Journal of Mathematical Behavior, 15(4), 375–402.
Dockett, S., & Perry, B. (2004). Starting school: Perspectives of Australian children, parents and educators. Journal of Early Childhood Research, 2(2), 171–189.
Early Childhood STEM Working Group. (2017). Early STEM matters: Providing high-quality STEM experiences for all young learners. Chicago: University of Chicago STEM Education/Erikson Institute.
Education Council. (2015). National STEM School Education Strategy 2016–2026. Canberra: Australian Government. Retrieved from http://www.educationcouncil.edu.au/site/DefaultSite/filesystem/documents/National%20STEM%20School%20Education%20Strategy.pdf. Accessed 12 Feb 2018.
Furner, J., & Kumar, D. (2007). The mathematics and science integration argument: A stand for teacher education. Eurasia Journal of Mathematics, Science & Technology education, 3(3), 185–189.
Handelsman, J., & Smith, M. (2016, February 11). STEM for all. The WHITEHOUSE President Barak Obama. Retrieved from https://obamawhitehouse.archives.gov/blog/2016/02/11/stem-all. Accessed 21 Nov 2017.
Helm, J., & Katz, L. (2016). Young investigators: The project approach in the early years. New York: Teachers College Press.
Jamil, F., Linder, S., & Stegelin, D. (2017). Early childhood teacher beliefs about STEAM education after a professional development conference. Early Childhood Education Journal, 46, 1–9.
Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), 1–11.
Lee, J. (2006). Preschool teachers’ shared beliefs about appropriate pedagogy for 4-year-olds. Early Childhood Education Journal, 33(6), 433–441.
Lucas, B., & Hanson, J. (2014). Thinking like an engineer: Using engineering habits of mind and signature pedagogies to redesign engineering education. International Journal of Engineering Pedagogy, 6(2), 4–13.
McClure, E., Guernsey, L., Clements, D., Bales, S., Nichols, J., Kendall-Taylor, N., et al. (2017). STEM starts early: Grounding science, technology, engineering, and math education in early childhood. New York: The Joan Ganz Cooney Center at Sesame Workshop.
Moomaw, S., & Davis, J. (2010). STEM comes to preschool. Young Children, 65(5), 12–18.
Moore, T., Stohlman, M., Wang, H., Tank, K., Glancy, A., & Roehrig, G. (2014). Implementation and integration of engineering in K–12 STEM education. In S. Purzer, J. Strobel, & M. Cardella (Eds.), Engineering in precollege settings: Synthesizing research, policy and practices. West Lafayette, IN: Purdue University Press.
O’Neill, M. (2017). Artificial intelligence and automation are coming, so what will we all do for work? ABC News. Retrieved from http://www.abc.net.au/news/2017-08-09/artificial-intelligence-automation-jobs-of-the-future/8786962. Accessed 9 Dec 2017.
Office of the Chief Scientist. (2014). Science, technology, engineering and mathematics: Australia’s future. Canberra: Australian Government. Retrieved from http://www.chiefscientist.gov.au/wp-content/uploads/STEM_AustraliasFuture_Sept2014_Web.pdf. Accessed 24 Nov 2017.
Pajares, M. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.
Park, M., Dimitrov, D., Patterson, L., & Park, D. (2016). Early childhood teachers’ beliefs about readiness for teaching science, technology, engineering, and mathematics. Journal of Early Childhood Research, 15(3), 275–291.
Plowman, L., & McPake, J. (2013). Seven myths about young children and technology. Childhood Education, 89(1), 27–33.
Ring, E., Dare, E., Crotty, E., & Roehrig, G. (2017). The evolution of teacher conceptions of STEM education throughout an intensive professional development experience. Journal of Science Teacher Education, 28(5), 444–467.
Sanders, M. (2009). Integrative STEM education primer. The Technology Teacher, 68(4), 20–26.
Stohlmann, M., Moore, T., & Roehrig, G. (2012). Considerations for teaching integrated STEM education. Journal of Pre-College Engineering Education Research (J-PEER), 2(1), 28–34.
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The effective provision of preschool education (EPPE) project: Findings from pre-school to end of key stage 1. Nottingham, United Kingdom: Department for Education and Skills.
Vartuli, S. (2005). Beliefs: The heart of teaching. Young Children, 60(5), 76–86.
Wang, H., Moore, T., Roehrig, G., & Park, M. (2011). STEM integration: Teacher perceptions and practice. Journal of Pre-College Engineering Education Research, 1(2), 1–12.