"The possibility of meeting the needs of all children": A framework for enhancing inclusive STEAM pedagogy in early childhood settings

• This original article reports on an investigation into the perceptions and practices of inclusive science, technology, engineering, arts, and mathematics (STEAM) pedagogy by practicing early childhood teachers in China. • This study examined teachers’ perceptions and practices concerning four key themes of inclusive STEAM pedagogy: 1) intentional teaching plans; 2) play-based practices; 3) children's learning outcomes; and 4) pedagogical reflection. • The findings of present an original Inclusive STEAM Pedagogy Framework for integrating Planning, Action, and Reflection into an ongoing, flexible cycle designed to effectively meet the diverse needs of all early childhood learners. This study explored early childhood teachers’ perceptions and practices of inclusive Science, Technology, Engineering, Arts, and Mathematics (STEAM) pedagogy in China. Drawing on qualitative data from semi-structured interviews and classroom observations, the study examined how teachers define and implement inclusive STEAM learning and how they address the diverse needs of all children. Findings revealed that teachers hold positive conceptual understandings of play-based, child-centered learning and apply thoughtful strategies to promote participation among children with diverse abilities. However, their pedagogical approaches remained predominantly subject-specific and play-focused, with limited interdisciplinary integration of STEAM disciplines, and the results indicated participants’ inclusive practices emphasized enabling participation rather than adapting STEAM content or assessment for diverse learners. In response to these gaps, the study proposes the Inclusive STEAM Pedagogy (ISP) framework for integrating Planning, Action, and Reflection into an ongoing, flexible cycle designed to effectively meet the diverse needs of all EC learners. This framework merges Action and Product into a single phase, reflecting the simultaneous emergence of learning processes and outcomes during play. The study highlights the need for professional learning that supports inclusive, interdisciplinary, and reflective STEAM practices in early childhood education. The discussion emphasizes the utility of the ISP framework for supporting ongoing research and practioner professional development for embedding inclusive STEAM learning experiences in EC programs in China and in other global contexts.