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Abstract available in the Journal of the Academy of Nutrition and Dietetics.

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Creative Commons: Reconocimiento, No Comercial, Sin Obra Derivada 3.0 Costa Rica. Las autorizaciones adicionales a las aquí delimitadas se pueden obtener en el correo: educare@una.cr Analysis of challenges faced by early childhood education teachers of 3 to 6 years old as a result of the suspension of face-to-face educational services due to COVID-19, and the implications in teacher education and professional development.

This thesis addresses the need for more accessible, high-quality early childhood STEM resources for early childhood educators, caregivers, and parents of young children to use during and after the COVID-19 pandemic. As the primary researcher, I assisted a team of educators and researchers with creating STEM learning experiences which are freely available on Pinterest and our website (www.STEMintheEarlyYears.com). To ensure the team is producing high-quality resources, I explored users' perceptions of our resources' pedagogical quality, technical/design quality, and user satisfaction with a questionnaire that I created which included closed-and open-ended questions. Statistical analyses results suggested that respondents (who used our resources) perceived our resources to have good pedagogical and technical/design quality and were satisfied. However, respondents perceived our resources' pedagogical quality to be significantly better than the technical/design quality. Furthermore, respondents' perceptions about the pedagogical and technical/design quality influenced their satisfaction with our resources; with technical/design quality having a stronger influence on their satisfaction. The reflexive thematic analysis results also indicated that respondents perceived our resources to be of good pedagogical and technical/design quality and were satisfied; however, I captured respondents' recommendations on how the resources' quality may improve within the generated themes. The STEM in the Early Years' team will use the results to reflect on our resources' successes and will consider modifying the resources according to the areas that respondents suggested needed improvement.

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We will explore science, technology, engineering, and math (STEM) concepts in preschool, why to include this content in library story times and programs, and how to get started. With many years of experience working with preschool teachers, families, and with libraries, Dr. Lange will demystify STEM and early STEM education. We hope attendees will leave with inspiration to include more STEM concepts in their programming for young children in a way that builds on what children and families are already doing, and that empowers children, families, and library staff to find the STEM all around them every day. We will discuss many examples of how STEM concepts can be easily incorporated into preschool programs.