Preschool STEM Activities and Associated Outcomes
A Scoping Review
DOI:
https://doi.org/10.3991/ijep.v13i8.42177Keywords:
STEM, STEM education, preschool STEM activities, preschool children, children with disabilities, girls' engagementAbstract
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.
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Copyright (c) 2023 Vu Thi Ha, Bui Minh Hai, Duong Thi Thuy Mai, Nguyen Van Hanh
This work is licensed under a Creative Commons Attribution 4.0 International License.