STEAM (science, technology, engineering, arts and mathematics) education is currently gaining ground in many parts of the world, particularly in higher stages of the educational system. Foreseeing a development of STEAM policy and research also in the early years, this colloquium seeks to bring questions of gendering processes to the table. The authors aspire to prevent the development of a gender-blind STEAM discourse for early childhood education. Instead, they encourage practitioners and researchers to make use of STEAM education to recognise and transcend gendered norms connected to children’s being and learning in the arts, STEM and STEAM.