STEM Play-Guidelines for Designing Educational Products that Reinforce STEM Concepts for Children Ages 6-18

Abstract

The widespread use of the term "STEM" in education, product marketing, and industry has led to significant inconsistencies in its application—particularly in labeling products as "STEM." Without a universally accepted definition or standardized criteria, the term often fails to convey clear educational or developmental value to consumers. This thesis addresses the ambiguity by examining the current usage of "STEM" in educational and product contexts and proposes a concrete definition that incorporates learning outcomes from STEM education and the developmental benefits of play. By analyzing the intersection of STEM learning and play-based development, the study establishes a set of guidelines aimed at informing the design and evaluation of STEM products. These guidelines intend to improve product labeling clarity, support consumer understanding, and uphold the educational integrity of the STEM label.