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In December 2015 the Australian state and territory governments endorsed the ‘National STEM School Education Strategy 2016–2026’. Since then, the individual jurisdictions have released their own STEM education strategies that aim to improve student STEM capabilities and aspirations. This paper analyses the various Australian STEM education strategies in relation to six themes informed by research into effective STEM education: STEM capabilities; STEM dispositions; STEM educational practices; Equity; Trajectories; and Educator capacities. The analysis shows that Australia’s STEM education strategies focus on actions aimed at building student STEM capabilities, particularly through inquiry and problem-based learning, and enhancing educator capacity. The strategies recognise student STEM learning trajectories and pay particular attention to the importance of early childhood STEM education, as well as the ways in which students’ potential career pathways might be influenced. However, less emphasis is placed on supporting key transitions in STEM education, developing student STEM dispositions, and addressing equity issues in STEM.

C h i l d h o o d 40 the current research landscape thE PErCEPtiOn Of A transition program has changed over time. Transition programs were traditionally associated with assisting children with special needs in starting school (Howell, 1994; Karr-Jelinek, 1994; New South Wales Department of Education and Training, 2006). However, the notion of a transition program is now moving towards involving all children entering Kindergarten (Rosenkoetter, 1995; New South Wales Department of Education and Training, 2006). It is important to note that 'transition' is fundamentally different from 'orientation'. Orientation programs are designed to help children and parents become familiar with the school setting, usually taking place on a single day (New South Wales Department of Education and Training, 2006). On the other hand, transition programs may include an orientation time but tend to be longerterm and more geared to the individual needs of children and families than orientation programs (New South Wales Department of Education and Training, 2006; Renwick, 1984; Rosenkoetter, 1995). In her British study of the transition from preschool to school, Fabian (2002) suggests that children and parents need time and opportunities to become acquainted with the school, the people and routines in order to develop a sense of security. Dockett, et al. (1999) suggest that transition programs foster this sense of security by helping children to be happy about going to school, feel positive about themselves as learners, and settle into the routines of school life. This is echoed by the New South Wales Department of Education and Training (2006) who suggest that school transition not only supports the child's initial entry into the school environment but also supports ongoing positive outcomes for the whole of the child's school life. They anticipate that effective transition to school will contribute to an overall improvement in the child's learning outcomes (New

In 2015 and 2017, we observed four pre-school centres, researching science, maths and technology pedagogy and how opportunities presented themselves for learning in outdoor settings. The purpose of this paper is to interrogate STEM practises in the early years, practices that are informed by play-based education pedagogies, to understand approaches to STEM education. The research adopted a mixed methods approach which, in addition to our observations, included a pilot survey and educator interviews. These data are brought together to examine practices of STEM education in pre-schools. We were able to view pre-school centres as places that provide varied, rich experiences for children to develop understandings of STEM. Importantly, we observed that children's STEM experiences enhance their self-belief in their ability to learn STEM, and these early years' opportunities trigger STEM appreciation and its value to everyday life. We were able to conclude from the research results that integrated STEM, particularly science and mathematics, arise through children's play and themes arising from their interests. The findings importantly highlight how different practices and pedagogies are used to support STEM learning.

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