Designing joint engagements with media to support young children’s science learning

Young children are positively disposed to and a capable of developing sophisticated science, technology, engineering and mathematics (STEM) skills and knowledge. This chapter reviews the literature related to children’s development of early science literacy and how designed joint engagements with media (DJEM) can, by providing rich opportunities for joint attention and academically productive talk, play a powerful role in helping children build strong early science skills and content knowledge. The chapter proposes a theory of designed joint engagement with media based on a classroom enactment of the DJEM approach and unpacks the implications of DJEM on technology development and future research.