Researchers and educators agree: Children demonstrate a clear readiness to engage in science, technology, engineering, and math (STEM) learning early in life. And, just as with language and literacy, STEM education should start early in order to maximize its benefits and effectiveness. So why is STEM not woven more seamlessly into early childhood education? What can we do -- in the classroom, in homes, in museums, in research labs, and in the halls of legislating bodies – to ensure that all young children have access to high-quality STEM learning early in life? This panel consists of authors of and contributors to two major early STEM reports released this year from the Early Childhood STEM Working Group, and from the Joan Ganz Cooney Center and New America. The latest research findings on the importance and impact of early STEM, as well as practical recommendations, will be discussed. The recommendations identify specific steps involving research, policy, and teaching practice that will promote dramatic improvement in early STEM education for all young children.