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Journals / Journal of STEAM Education / 2026 / Volume: 9 Issue: 2

Exploring Pre-Service Teachers’ Support for STEAM and Bilingualism in Early Childhood: A Phenomenological Study in South Texas

Julia Cuevas(The University of Texas Rio Grande)0000-0002-2298-9476
Martha Thompson(The University of Texas Rio Grande Valley)0000-0000-0000-0000
Pages
—
Publication Date
2026-10-12
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Participants reported that the annual STEAM event enhanced their ability to support DLLs through inquiry-based teaching that fosters curiosity, creativity, and language development in bilingual early childhood classrooms.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This phenomenological study explores how nine pre-service teachers in a South Texas early childhood program support STEAM learning and bilingualism (Spanish and English) among young Dual Language Learners (DLLs) during an annual community STEAM Day.
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Key Findings & Data:Data sources include lesson plans, written reflections, focus group interviews, and event observations.
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Conclusion & Impact:Participants reported that the annual STEAM event enhanced their ability to support DLLs through inquiry-based teaching that fosters curiosity, creativity, and language development in bilingual early childhood classrooms.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:STEAM · Pre-Service Teachers · Dual Language Learners

Abstract

This phenomenological study explores how nine pre-service teachers in a South Texas early childhood program support STEAM learning and bilingualism (Spanish and English) among young Dual Language Learners (DLLs) during an annual community STEAM Day. Data sources include lesson plans, written reflections, focus group interviews, and event observations. Using constant comparative analysis and grounded theory of coding techniques—open, axial, and selective coding—the study examines pre-service teachers’ instructional practices, skills, and dispositions in play-based, interdisciplinary STEAM experiences. Participants reported that the annual STEAM event enhanced their ability to support DLLs through inquiry-based teaching that fosters curiosity, creativity, and language development in bilingual early childhood classrooms.

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Cite This Article

Cuevas, J., Thompson, M. (2026). Exploring Pre-Service Teachers’ Support for STEAM and Bilingualism in Early Childhood: A Phenomenological Study in South Texas. Journal of STEAM Education, Volume: 9 Issue: 2. https://doi.org/10.55290/steam.1834318

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