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Little Scientists is thrilled to announce the National, State, and Territory Winners of the 2026 Little Scientists Early STEM Education Awards. The biennial Little Scientists Early STEM Education Awards are Australia’s only awards dedicated to excellence in early STEM education and recognise the educators and teachers of children aged 0–8 years who champion Science, Technology, Engineering, and Mathematics (STEM) in their settings.
The 2026 Awards attracted more nominations from across Australia than ever before, making this our biggest and most competitive awards to date. Following a rigorous internal shortlisting process, nominations were assessed by an independent judging panel comprising Dr Jo Grimmond, Senior Lecturer in Early Childhood Education at Charles Sturt University, Wendy Gorman, early childhood education expert and Little Scientists trainer, and Catherine Healy, Acting Assistant Director, STEM Team, Australian Government Department of Education.
Excellence in Early STEM Education Award
To nominate in the Excellence in Early STEM Education Award, early learning services and early primary classrooms submitted an inquiry-based STEM project co-developed with children aged 0–8 years over several weeks or months.
Projects were assessed by the judging panel against each stage of the project inquiry cycle — including the children’s involvement in developing the research question, conducting investigations, making observations, documenting findings, and reflecting on their learning — as well as the centrality of STEM and educators’ reflections. The quality of nominations in 2026 was exceptionally high, with many of the highest-scoring projects separated by less than half a point!
National Winner
Spotted Frog Kindergarten: Rainbow Room
Spotted Frog Kindergarten: Rainbow Room is recognised as the National Winner for their project, “Can colours mix without actually mixing?”. Over 12 weeks, the children investigated how colours can appear to change through experiments with layered celmix, jelly, spinning discs, light projections, and pointillism. Their inquiry explored optical blending, reflection, and perception, with the children concluding that colours can sometimes appear to change without physically combining. The project was exemplary in its child-led inquiry, sustained scientific investigation, and the depth of children’s scientific thinking.
Northern Territory Winner
Zuccoli Village Early Learners
Zuccoli Village Early Learners is recognised as the Northern Territory Winner for their project, “What do plants need to grow & what happens if they do not get those needs?”. Over six weeks, the children investigated the conditions plants need to survive by growing lady finger seedlings under different conditions and removing one essential need from each plant. Their daily observations revealed how water, sunlight, air, soil, and space influence healthy plant growth. The project was notable for its systematic investigation and the way it extended the children’s thinking.
Western Australia Winner
Ruth Landau Harp Early Learning
Ruth Landau Harp Early Learning is recognised as the Western Australian Winner for their project, “How can we help Mr. Hippo to come down safely?”. Over four months, the children worked to help Mr. Hippo down from the roof by designing, building, and testing ladders before baking cakes to tempt him down. As they refined their designs, the children learnt about the strength and stability of different structures and materials. The project distinguished itself for its imaginative and high-quality integration of storytelling and STEM.
ACT Winner
iV Learning
iV Learning is recognised as the ACT Winner for their project, “Can we see what grows on our hands?”. Over three weeks, the children investigated whether germs could be made visible by comparing bread touched with clean versus dirty hands. As the bread changed over time, the children observed how hygiene and environmental conditions influence mould growth and learnt about the importance of careful scientific comparison. The project stood out for its thoughtful experimental design and the children’s careful observation and comparison.
Queensland Winner
C&K Carindale Community Kindergarten
C&K Carindale Community Kindergarten is recognised as the Queensland Winner for their project, “What treasures have we discovered in the playground & how can we investigate them?”. Over 10 months, the children investigated natural treasures found in their playground and used handicams to create a documentary about local wildlife. Their inquiry extended beyond the playground with children participating in the Aussie Bird Count and incorporating their learning into their daily Acknowledgement of Country. The project was noteworthy for its authentic use of technology and meaningful connection to the local environment.
Victoria Winner
Lowther Hall Anglican Grammar School Kindergarten
Lowther Hall Anglican Grammar School – Kindergarten is recognised as the Victorian Winner for their project, “What is so special about worms?”. Over six months, the children investigated the important role worms play in healthy ecosystems by establishing and caring for a worm house, producing “worm tea” to nourish their garden, and even dressing as worms to explore how they wriggle through the soil. Their inquiry led them to discover how worms enrich soil, support plant growth, and contribute to the environment. The project excelled in its nature-based inquiry and the children’s growing sense of responsibility for the natural world.
Tasmania Winner
Bagdad Education & Care
Bagdad Education & Care is recognised as the Tasmanian Winner for their project, “With windy weather, our kite, just might, take flight!”. Over two months, the children explored how wind moves objects by designing, building, and testing kites before extending their inquiry to balloons, ziplines, air blowers, and other moving objects. As children tested different materials, weights, and designs, they developed a deeper understanding of the forces that influence movement and flight. The project was outstanding in its purposeful engineering design and the children’s collaborative problem-solving.
Outstanding Early STEM Champion Award
In the peer-nominated category of the Outstanding Early STEM Champion Award, individual educators and teachers were nominated by their peers for championing STEM in their early learning settings. The judges assessed the quality of the nominee’s early STEM practice, their leadership and contribution, and the impact of their work on children, colleagues, families, and the wider community.
We were blown away by the number of peer nominations from across the country, thank you to everyone who took the time and care to recognise the achievements of deserving colleagues and friends!
National Winner
Lisa Brennan
Early Childhood Educator & Preschool Room Leader, Spotted Frog Kindergarten
“Lisa’s influence extends beyond programs and projects. She has helped foster a culture where curiosity is valued, educators feel supported to take risks, and children are seen as capable, competent learners. For Lisa, nothing is off limits — she consistently believes in children’s abilities to extend, explore, and lead their own learning.”
Nominated by Fiona Parsons, Owner & Director, Spotted Frog Kindergarten.
Queensland Winner
Melanie Armstrong
STEM Teacher, Scenic Shores State School
“Melanie Armstrong has had a significant and lasting impact on her early learning setting by embedding STEM as a meaningful, everyday experience rather than a standalone subject. Importantly, the Chick Inn has become a key space for inclusion and student wellbeing, where students who may struggle in traditional classroom settings experience success and belonging through meaningful roles. Through her leadership, STEM has become a visible and valued part of the school culture, fostering curiosity, confidence, and a strong sense of belonging for both students and staff.”
Nominated by Kristie Jones, Curriculum Leader, Scenic Shores State School.
Western Australia Winner
Dayani Lee
Early Childhood Teacher & Educational Leader, Karrinyup ELC
“Dayani has a remarkable ability to recognise STEM learning opportunities within everyday experiences. When a child suggested, ‘We can use fruit to paint,’ she transformed that spontaneous moment into a sustained scientific investigation. By documenting children’s theories, revisiting their discoveries, and encouraging them to see themselves as capable investigators and problem-solvers, Dayani created an environment where curiosity, creativity, and scientific thinking are genuinely valued and celebrated.”
Nominated by Paula Kay, Nominated Supervisor, Karrinyup ELC.
Northern Territory Winner
Tara Finlay
Senior Teacher Early Years, Larapinta Primary School and Preschool
“Tara has made an extraordinary contribution by transforming a previously unused, buffel grass-covered area into a thriving bush and Indigenous garden, creating a vibrant environment where young children learn through play, curiosity, and direct engagement with the natural world. Central to Tara’s work is her belief that play drives learning. The space reflects her commitment to creating environments where children feel capable, trusted, and deeply engaged.”
Nominated by Kim Bellis, Science Teacher, Larapinta Primary School.
South Australia Winner
Tracy Beljon
STEM Teacher Foundation to Year 2, Port Lincoln Junior Primary School
“Tracy has helped cultivate a belief that young learners can influence environmental outcomes within their community. STEM is viewed not simply as curriculum content, but as a vehicle for contribution, belonging, and real impact. By empowering students to become ‘Recycling Experts’ who mentor younger peers and lead change initiatives, Tracy has shown that even the youngest learners can make a meaningful difference.”
Nominated by Karl Robst, Principal, Port Lincoln Junior Primary School.
Tasmania Winner
Monica Edwards
Program Facilitator, GreenSTEM Education
“Monica has had a profound and lasting impact on GreenSTEM Education’s approach to early STEM education, helping ensure that STEM learning for young children remains a priority and continues to evolve in response to the needs of children and families. Her enthusiasm inspires children, families, and colleagues alike, helping create a culture where STEM is viewed not simply as a subject, but as a way of exploring and understanding the world.”
Nominated by Daniel Edwards, Founder & CEO, GreenSTEM Education.
Victoria Winner
Franziska Kruse
Early Childhood Teacher, Froebel Fitzroy North ELC
“Franzi has helped educators recognise that STEM learning happens anytime and anywhere through everyday play, interactions, and experiences. By weaving German language immersion into children’s exploration of science, nature, movement, and the environment, she has shown how language learning and STEM inquiry naturally complement one another. As a result, the team has developed a stronger shared commitment to creating rich, inquiry-based learning environments where children investigate, experiment, and explore.”
Nominated by Wen Jin Yap, Early Childhood Teacher, Froebel Fitzroy North ELC.
Supported by the Australian Government
Little Scientists is proudly supported by the Australian Government through the Department of Education. We are grateful to have the support of the Minister for Education, the Hon. Jason Clare MP, and the Minister for Early Childhood Education and Youth, Senator Dr Jess Walsh, in celebrating the winners of the Little Scientists Early STEM Education Awards.
Thank you to our prize sponsors
