Preschool STEM Activities and Associated Outcomes

A Scoping Review

Authors

  • Vu Thi Ha Hanoi University of Science and Technology, Hanoi, Vietnam
  • Bui Minh Hai National College for Education (Vietnam)
  • Duong Thi Thuy Mai Hanoi University of Science and Technology, Hanoi, Vietnam https://orcid.org/0000-0003-2232-7998
  • Nguyen Van Hanh Hanoi University of Science and Technology, Hanoi, Vietnam https://orcid.org/0000-0001-9987-4151

DOI:

https://doi.org/10.3991/ijep.v13i8.42177

Keywords:

STEM, STEM education, preschool STEM activities, preschool children, children with disabilities, girls' engagement

Abstract


This review highlights the need for further investigation into the benefits of STEM activities in preschool children’s learning, girls’ engagement and learning of children with disabilities in the STEM field. The review process involved accessing 19 relevant studies from Scopus, ERIC and Google Scholar databases in March 2023. Through the synthesis of information from these studies, seven STEM activities were identified as effective in enhancing preschool children’s learning: educational robots, educational games, argumentative interactions, inquiry-based learning and engineering design, drawing and telling about engineers, free play and pretend play, and group membership. Each of these activities contributes to different learning outcomes for children. Moreover, the review emphasizes the importance of role-playing activities ‘as if’ engineers and scientists, facilitated by teachers, in fostering girls’ motivation and engagement in the STEM field from an early age. Long-term scientific interventions at home have a significant positive impact on the science literacy skills of deaf children. The implications of this review are particularly relevant for early childhood educators, as it provides valuable insights into the use of STEM activities to enhance children’s learning outcomes.

Author Biographies

Vu Thi Ha, Hanoi University of Science and Technology, Hanoi, Vietnam

Vu Thi Ha is currently a PhD student at the School of Engineering Pedagogy, Hanoi University of Science and Technology, Vietnam. She is working on a thesis related to STEM education for preschool children.

Bui Minh Hai, National College for Education (Vietnam)

Bui Minh Hai is currently a PhD in Educational Science at the National College of Education (Vietnam). His main research interests are in STEM education and engineering education for preschool children.

Duong Thi Thuy Mai, Hanoi University of Science and Technology, Hanoi, Vietnam

Duong Thi Thuy Mai is a distinguished academic in the field of linguistics and language education. Holding a PhD in the domain, she serves as a dedicated lecturer at Hanoi University of Science and Technology. With a passion for advancing education through technology, she specializes in the realm of educational technology, where she seeks innovative ways to integrate technological tools into the learning process. Her diverse research interests span across linguistics and language education, showcasing her commitment to understanding and enhancing the ways language is acquired and taught. Dr. Duong Thi Thuy Mai's contributions extend beyond the classroom, as she actively engages in scholarly endeavors to unravel the complexities of language and education. Her expertise, both as an educator and a researcher, undoubtedly leaves a profound impact on her students and peers, fostering a deeper appreciation for the dynamic interplay between language, education, and technology.

Nguyen Van Hanh, Hanoi University of Science and Technology, Hanoi, Vietnam

Nguyen Van Hanh is currently a PhD in Educational Science at School of Engineering Pedagogy, Hanoi University of Science and Technology, Vietnam. He graduated with a PhD in 2017 at the Hanoi National University of Education, Vietnam. His main research directions lie in the fields, including: theory and practice in engineering education, theory of educational technology, philosophy of engineering and technology, adult education, experiential education and STEM Education.

Cover iJEP – Vol 13, No 8, 2023

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Published

2023-12-14

How to Cite

Ha, V. T., Hai, B. M., Mai, D. T. T., & Hanh, N. V. (2023). Preschool STEM Activities and Associated Outcomes: A Scoping Review. International Journal of Engineering Pedagogy (iJEP), 13(8), pp. 100–116. https://doi.org/10.3991/ijep.v13i8.42177

Issue

Vol. 13 No. 8 (2023)

Section

Papers

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Copyright (c) 2023 Vu Thi Ha, Bui Minh Hai, Duong Thi Thuy Mai, Nguyen Van Hanh

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