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.
