What the Research Says: Girls Excel in STEM When It Starts Early
What the Research Says: Girls Excel in STEM When It Starts Early
It’s a fact backed by years of research: the earlier girls are introduced to STEM (Science, Technology, Engineering, and Math), the more likely they are to thrive in it.
Curiosity starts young—and so do the subtle messages about who belongs in science and math. When girls are encouraged to explore, build, experiment, and ask “why?” from the start, they develop the confidence and skills that set them up for long-term success.
Here’s what the research says about early STEM learning—and why it matters now more than ever.
🌱 Why Early Exposure Matters
By age 5, children are already forming beliefs about their abilities.
According to the National Science Foundation, children begin developing their “STEM identity”—how they see themselves in relation to science and math—before they even enter kindergarten.
When girls are given early, playful access to STEM tools and language, they are more likely to:
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See themselves as capable problem-solvers
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Stay engaged in STEM through elementary and beyond
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Take on leadership roles in science-related spaces
Early exposure closes confidence gaps before they open.
🔬 What the Research Says
1. STEM Toys Strengthen Early Learning
A study from Developmental Science (Levine et al., 2012) found that spatial reasoning skills—critical for math and engineering—are strengthened by block play and STEM toys during preschool years. These skills are highly predictive of later math performance.
Girls who engage with building toys and problem-solving games early show long-term gains in logic, reasoning, and persistence.
2. Representation and Encouragement Matter
According to Girls Who Code and Microsoft’s Closing the STEM Gap report, girls are just as interested in STEM as boys at age 11, but that interest drops sharply by age 15.
Why? A lack of early encouragement, limited exposure to female role models, and social cues that suggest STEM “isn’t for girls.”
Solution: Start early. Provide diverse, empowering role models and engaging STEM materials from the toddler and preschool years.
3. Social-Emotional Learning Supports STEM
Research from Harvard’s Center on the Developing Child shows that emotional skills like persistence, focus, and confidence are deeply tied to academic outcomes. The best early STEM experiences don’t just teach content—they build these “learning muscles.”
🎓 Real Tools That Make a Difference
Surprise Powerz STEM dolls like:
…are more than toys. They speak over 75 phrases that introduce preschool girls to science, math, coding, and problem-solving while also encouraging persistence and curiosity.
By combining STEM learning with positive role modeling and play, these dolls help girls build a powerful foundation of belief in their own brilliance.
📚 Additional Resources for Parents & Educators
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National Girls Collaborative Project – ngcproject.org
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Harvard Center on the Developing Child – developingchild.harvard.edu
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STEM Starts Early Report by Joan Ganz Cooney Center – Read Here
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Girls Who Code – girlswhocode.com
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The Importance of Early STEM Education (NAEYC) – naeyc.org
🌟 The Bottom Line
If we want to raise confident girls who feel at home in labs, classrooms, and coding clubs, we need to start in the living room and the playroom.
When STEM is introduced early—with love, encouragement, and inclusive tools—girls don’t just keep up. They lead.
