Science, technology, engineering, and mathematics (STEM) educational programs and curricula are in vogue globally and are touted as optimal solutions for developing learners' future values, skills, and knowledge. But are they appropriate for early years learners such as babies (0-2 years), infants (2-3 years), preschoolers (3-5 years), and children in the first 3 years of schooling (5-8 years)? Where should the focus lie for these learners? This special issue will showcase articles focusing on research, review, and opinion related to the pros and cons of children participating in culturally and developmentally appropriate early experiences in domain-focused or integrated STEM education.