# INCLUSIVE PREK STEM PLAYGROUPS: EMPOWERING OUR YOUNGEST LEARNERS AND THEIR CAREGIVERS FOR CONFIDENCE AND COMPETENCE IN STEM LEARNING

> **NIH NIH R25** · UNIV OF NORTH CAROLINA CHAPEL HILL · 2024 · $270,529

## Abstract

Inclusive PreK STEM Playgroups: Empowering our Youngest Learners and their
 Caregivers for Confidence and Competence in STEM Learning
 Project Summary/Abstract
There are STEM opportunity gaps for a number of young children, including those with
disabilities and from underserved populations. The proposed project aims to address those
gaps and to increase access to high quality STEM learning opportunities for all young children.
By creating partnerships between researchers and practitioners, the project has the potential to
impact many young children and their caregivers who otherwise may not have had the
opportunity to engage in STEM learning.
The proposed science education partnership (SEP) consists of researchers and practitioners in
an informal learning space collaborating together in the co-development and implementation of
inclusive STEM playgroups for children with and without disabilities and their caregivers.
Researchers will support the practitioner team to collect and analyze preliminary efficacy data
relative to child-caregiver engagement, child STEM play skills, and caregiver feelings of self-
efficacy and confidence and competence related to embedding STEM learning, specifically
related to foundational computational thinking skills into their daily routines and activities. The
project will last for two years using a waitlist control design comparing groups receiving the
intervention to those who are on the waitlist. Both quantitative data and qualitative data will be
collected and analyzed in order to assess playgroup preliminary efficacy and preliminary
changes in caregiver perceptions following playgroup participation. Qualitative data will
additionally be used for ongoing modifications and adaptations of the playgroup model and
materials to ensure that they are useful and relevant to caregivers and children who are
participating in them.
The findings and products from the proposed project could inform future inclusive STEM
playgroups both in informal learning spaces and beyond and will be freely available on the
partners’ websites. Overall, the project has the potential to lessen the STEM opportunity gaps
that exist for many children and caregivers.

## Key facts

- **NIH application ID:** 10888592
- **Project number:** 1R25GM154384-01
- **Recipient organization:** UNIV OF NORTH CAROLINA CHAPEL HILL
- **Principal Investigator:** Jessica A Amsbary
- **Activity code:** R25 (R01, R21, SBIR, etc.)
- **Funding institute:** NIH
- **Fiscal year:** 2024
- **Award amount:** $270,529
- **Award type:** 1
- **Project period:** 2024-09-01 → 2026-08-31

## Primary source

NIH RePORTER: https://reporter.nih.gov/project-details/10888592

## Citation

> US National Institutes of Health, RePORTER application 10888592, INCLUSIVE PREK STEM PLAYGROUPS: EMPOWERING OUR YOUNGEST LEARNERS AND THEIR CAREGIVERS FOR CONFIDENCE AND COMPETENCE IN STEM LEARNING (1R25GM154384-01). Retrieved via AI Analytics 2026-06-08 from https://api.ai-analytics.org/grant/nih/10888592. Licensed CC0.

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