Introduction

The integration of Science, Technology, Engineering, Arts, and Mathematics (STEAM) in early childhood education has gained global momentum. Yet, many preschool and early primary teachers report limited training, resources, and familiarity with implementing STEAM effectively in their classrooms. To address this gap, the Kide Science + PAUTA México 2025 program was launched in collaboration with educators in Querétaro and Ciudad de México y Área Metropolitana. This report presents an analysis of the project’s pre- and post-training surveys. It explores teacher experiences, challenges, and perspectives before the training, and evaluates their reflections, confidence, and learnings after the workshop. The study highlights opportunities and constraints for implementing playful inquiry-based STEM strategies in diverse educational contexts.

The study included 982 kindergarten students from Forsyth County School District, Georgia, comparing Kide Science implementation to standard district instructional practices. Student outcomes were measured using the Georgia Kindergarten Inventory of Developing Skills (GKIDS) assessment at the beginning and end of the school year. Statistical analyses indicated that students in Kide classrooms, particularly those with teachers who used Kide more frequently, were significantly less likely to experience declines in key academic skills, suggesting a protective effect of frequent Kide use.

Research Context and Objectives

The primary objectives of this project were to investigate teachers’ prior experience with STEM teaching and playful pedagogies, to identify barriers and support needs for integrating STEAM in early childhood classrooms, to evaluate teachers’ experiences and feedback after participating in the training program, and to examine how the playful inquiry methodology influenced teachers’ confidence and readiness to implement STEM strategies. Data was collected through pre-training surveys, with seventy-six responses, and post-training surveys, with sixty-four responses. Responses from teachers not on the official participant list were included if they belonged to participating schools, while library staff responses were excluded.

Methodology

The evaluation design combined quantitative and qualitative methods through two surveys. The pre-training survey gathered data on teachers’ educational background and classroom contexts, their previous exposure to STEM teaching, their perceptions of barriers, benefits, and support needs, and teaching strategies previously used. The post-training survey focused on immediate reflections on the training, strategies learned and how teachers planned to implement them, feedback on content, methodology, and materials, and concerns and suggestions for improvement. Most pre-surveys were collected during the training, while post-surveys required reminders and follow-ups.

Participants

A total of fifty-four teachers from thirty-one schools across two Mexican states participated in the program. Most participants had at least a Bachelor’s degree and more than ten years of experience in education. For a majority, this was their first time receiving STEM education training, particularly in Querétaro. Classroom contexts varied considerably, with the number of children per classroom ranging from five to sixty-nine, the most frequent class size being fourteen. Teachers generally had access to devices such as projectors, televisions, or computers, but many reported poor connectivity, outdated equipment, and electricity issues.

Findings: Pre-Training Data

Few teachers had systematically integrated STEM into their teaching plans. Commonly used strategies included interdisciplinary projects combining science, mathematics, and art, as well as collaborative teaching with peers. Teachers valued interdisciplinarity as a way to help children connect concepts and apply knowledge creatively. The barriers most frequently identified were lack of training in STEM pedagogy, limited time to integrate STEM due to administrative burdens, and insufficient educational materials and technological resources. Despite these barriers, teachers saw significant benefits. They noted increased student motivation and participation, development of critical thinking, creativity, and problem-solving skills, and enhanced interest in STEM-related topics and careers. Teachers also viewed STEM as an important transversal school priority, rating its importance in school plans at 4.1 out of 5. Playful strategies were rated 3.6 out of 4.0, suggesting high familiarity with ludic teaching even if STEM integration was relatively new.

Findings: Post-Training Data

After the training, teachers reported gaining practical strategies that they could implement in their classrooms. They emphasized the value of inquiry-based learning, where questioning, hypothesis-making, and open-ended exploration were encouraged. They also described critical thinking through play, where games provided problem-solving contexts, and intentional questioning, where open-ended prompts stimulated curiosity. Teachers highlighted the STEAM interdisciplinarity approach, which connected science with art, storytelling, and everyday contexts, as well as collaborative learning methods such as group discussions, debates, and teamwork. They noted the importance of student agency, giving children opportunities for experimentation, classification, and decision-making. Teacher feedback also pointed to the effectiveness of multimedia resources, particularly videos featuring Sesame Street characters, which were engaging and meaningful for children. Many appreciated the clear structure of the inquiry phases—problem situation, experimentation, and results. At the same time, teachers voiced concerns. The most common challenges were related to the limited duration of the training, which left some participants unsure of how to fully apply the methodology. Some felt that the videos were overly directive, limiting teacher autonomy, while others pointed to logistical barriers such as connectivity issues, lack of materials, and heavy administrative workload.

Reflections and Discussion

The analysis reveals strong teacher motivation and enthusiasm for playful inquiry-based STEM education. The training filled a clear gap, as many participants had never received STEM-specific preparation before. Importantly, teachers recognized the potential of inquiry-based learning to foster curiosity, collaboration, and critical thinking in young learners. However, several systemic barriers emerged. Teachers struggled with technical constraints such as unstable internet and outdated equipment. They also reported time pressures, including heavy workloads and short training duration, which limited the depth of learning. Additionally, some misinterpreted lesson models as strict scripts rather than flexible guides, which points to the need to reinforce the adaptability of the methodology. These findings suggest the importance of providing longer-term capacity building, emphasizing flexibility in implementation, and ensuring adequate materials are available before classroom integration.

Conclusion

The Kide Science + PAUTA México 2025 project successfully introduced playful inquiry-based STEM pedagogy to experienced educators with limited prior exposure to STEM. Teachers expressed excitement, reported learning new strategies, and felt generally confident in their ability to implement them, with an average confidence rating of 4.1 out of 5. At the same time, their feedback underscores the need for extended training time with practical, hands-on practice, stronger support for contextual adaptation, and better infrastructure and resources. Overall, the project demonstrates both the potential and challenges of scaling playful STEM education in early childhood classrooms in Mexico. With sustained support, teachers are well-positioned to integrate inquiry-based methods that inspire curiosity, creativity, and scientific thinking in young learners.

Recommendations

It is recommended that ongoing professional development be provided through follow-up workshops and peer communities of practice. Material delivery should be ensured in advance and quantities should match class sizes. Training should place stronger emphasis on the flexibility of lessons, empowering teachers’ creativity in adapting resources. Investment in infrastructure such as internet connectivity and functional projectors or laptops is essential. Finally, whole-staff training should be encouraged to strengthen school-wide adoption and consistency in pedagogical practices.