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Abstract
This systematic review study aims to examine the effects of science, technology, engineering, and mathematics (STEM)/science, technology, engineering, arts, and mathematics (STEAM) education on cognitive skill development in early childhood. The research was carried out following the five-stage framework in line with the preferred reporting items for systematic reviews and meta-analyses guidelines. In the first scan carried out on 15 June 2025 in the Web of Science and Scopus databases, 614 studies were reached, and 36 studies were included in the analysis after the duplication, removal and inclusion criteria were applied. Data analysis was carried out by document analysis method, frequency and categorical analyzes were performed using descriptive analysis techniques. The reliability level of the study was calculated as 85% with the Miles and Huberman formula. The findings reveal that the number of publications in this field has increased remarkably by reaching 15 in 2025. 89% of the studies were in the type of articles and were mostly published in the Education Sciences. It determined that STEM/STEAM education supports various cognitive skills such as problem-solving (n = 10), creativity (n = 10), critical thinking (n = 5) and comprehension (n = 8). Game-based, inquiry-based and project-based learning approaches have been shown to have positive effects on cognitive flexibility and creative thinking. Technology-based tools develop digital literacy and algorithmic thinking skills, manipulative materials develop spatial intelligence and motor skills, and makerspace environments develop creativity and innovation skills. It has been determined that family participation strengthens the cognitive development of children with STEM support, school-family cooperation and emotional support dimensions in the home environment. In this context, suggestions were made to researchers to conduct multidimensional and long-term studies, to effectively implement game-based, project-based and technology-supported pedagogical approaches to teachers, and to strengthen digital and physical learning infrastructure with inclusive, equitable and sustainable programs for education policy makers.
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Article Type: Review Article
EURASIA J Math Sci Tech Ed, Volume 21, Issue 11, November 2025, Article No: em2733
https://doi.org/10.29333/ejmste/17346
Publication date: 01 Nov 2025
Online publication date: 27 Oct 2025
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Article Downloads: 73
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