STEM-Based Learning in Early Childhood Education: A Systematic Literature Review on Children’s Scientific Literacy

Abstract

Purpose of the study: This study aims to systematically map the development of global research on STEM-based learning in early childhood education, with a focus on research trends, dominant themes, implementation characteristics, and their contribution to the development of children’s scientific literacy. Methodology: A Systematic Literature Review (SLR) was conducted by integrating bibliometric analysis and thematic synthesis of 158 scientific articles obtained from research databases. The analysis involved mapping publication developments, keyword analysis, research networks, and identifying key themes related to STEM learning and early childhood science literacy. Main Findings: The findings reveal a significant growth in publications on STEM-based learning in early childhood education, reflecting increasing global attention to early scientific literacy development. Bibliometric analysis identifies scientific literacy, STEM education, science education, curriculum, and engineering education as dominant research themes. Thematic synthesis shows that STEM implementation is commonly conducted through play-based learning, exploration, simple experiments, investigation, and problem-solving activities, supporting children’s scientific literacy and 21st-century competencies. Novelty/Originality of this study: This review makes a novel contribution by integrating bibliometric analysis and thematic synthesis to map global research on STEM learning in early childhood education. It expands on previous understanding by identifying research trends, characteristics of STEM implementation, and developing a conceptual framework linking STEM learning ecosystems, authentic experiences, and children's scientific literacy development.