A systematic review of STEM teaching-learning methods and activities in early childhood
Ibolya Markóczi Revák 1 2 * , Mária Csernoch 1 3 , Klára Czimre Szilágyi 1 4 , Ágnes Dávid 1 5 , Beáta Kosztin Tóth 1 6 , Edina Malmos 1 , Éva Sütő 1 , Dóra Kurucz 1
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1 MTA-DE Early Science Learning Research Group, Debrecen, HUNGARY 2 Department of Biology, Faculty of Sciences and Technology, University of Debrecen, Debrecen, HUNGARY3 Department of Computer Science, Faculty of Informatics, University of Debrecen, Debrecen, HUNGARY4 Department of Social Geography and Regional Development, Faculty of Science and Technology, University of Debrecen, Debrecen, HUNGARY5 Department of Chemistry, Faculty of Science and Technology, University of Debrecen, Debrecen, HUNGARY6 Department of Natural Science, Debrecen Reformed Theological University, Debrecen, HUNGARY* Corresponding Author


This study aims to help educators and researchers to understand the pedagogical practice of STEM in early childhood and its impact. To support this, 29 publications related to STEM teaching-learning methods and activities were selected in the period between 2014 and 2023. The study covers the distribution of research over time by countries, the analysis of keywords, research goals and results, research methods, STEM domains, as well as emerging teaching-learning methods and activities, and the presentation of research limitations. According to the results, digital activities and impact studies have become dominant in early childhood STEM activities. There is a small number of studies presenting educational practices related to the relationship between sustainability and STEM. It was also revealed that impact assessments regarding early childhood STEM education need further development and improvement.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Review Article

EURASIA J Math Sci Tech Ed, Volume 20, Issue 8, August 2024, Article No: em2481


Publication date: 01 Aug 2024

Online publication date: 09 Jul 2024

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