Abstract
Science, Technology, Engineering, Arts, and Mathematic (STEAM) education in Early Childhood (EC) contexts is an uprising phenomenon and has received considerable attention worldwide. This chapter builds on the premise that ALL children should have access to equitable STEM education—as a matter of social justice and in line with the United Nations Sustainable Development Goal (SDG) 4: Ensure equitable quality education and promote lifelong learning opportunities for all. We investigated the early childhood practitioners' existing knowledge and understanding of STEAM integration practices and the challenges they face as they attempt to integrate STEAM in their classrooms. The chapter focuses on the Australian early childhood education context, curricula frameworks, and 15 Australian early childhood practitioners. The data collection utilized a modified World Café qualitative methodology. The findings of this study highlight the dynamic process of teachers integrating and navigating STEAM.