Instructional Perseverance in Early-Childhood Classrooms: Supporting Children’s Development of STEM Reasoning in a Social Justice Context

In early childhood education (ECE) classrooms, teachers navigate practices about how to allow space for students make sense of new STEM-based ideas. We posit that such pedagogical moves require ample in-the-moment perseverance by the instructor. this paper, we seek explore nature instructional in ECE classrooms and it manifests when educators are supporting young children develop their STEM reasoning, with a primary focus on mathematics discipline social justice context. Working dataset consisting four classroom episodes, employed an analytical framework captured evidence perseverance. found teacher was integral development reasoning her students. present illustrative case details related context exploring income variance race. argue must address can plan obstacles order support students’ development, which positions productive outcomes.