STEM Learning in Early Childhood Education: Preparing a Smart Generation from an Early Age
DOI:
https://doi.org/10.62872/hmnpwc21Keywords:
computational thinking, creativity, early childhood education, scientific reasoning, STEM learningAbstract
STEM learning has become an essential foundation in early childhood education due to its capacity to strengthen scientific reasoning, computational thinking, collaboration, communication, and creativity from the earliest years of development. This study employs a systematic literature review of 38 empirical and conceptual publications within the last decade to examine how STEM learning prepares a smart generation from an early age. The results reveal that hands-on scientific inquiry, digital and robotics-enhanced learning, STEAM creativity integration, and culturally contextual STEM programs consistently promote analytical reasoning, motivation, resilience, and innovative thinking. Sustainability, however, requires teacher readiness, strong school leadership, active parental involvement, resource continuity, and time allocation that protects inquiry-based play. This study contributes by synthesizing a conceptual map of the pedagogical and institutional components necessary for STEM to successfully support future-ready development in early childhood
Downloads
References
Adlina, N. (2022). Inovasi pembelajaran di masa pandemi covid-19 dengan pendekatan steam di era society 5.0. JURNAL SYNTAX IMPERATIF: Jurnal Ilmu Sosial Dan Pendidikan, 2(6), 619–627.
Asnar, A. N. (2024). Pengaruh Metode STEAM (Science, Technology, Engineering, Art, And Mathematic) Dalam Meningkatkan Logika Matematika Pada Anak Kelompok A Di TK Al-Qurabil Parepare. Disertasi Doktor, IAIN Parepare.
Calabrese Barton, A., & Tan, E. (2018). A longitudinal study of equity-oriented STEM-rich making among youth from historically marginalized communities. American Educational Research Journal, 55(4), 761–800.
Daulay, M. I., & Daulay, D. H. (2025). Pemanfaatan Artificial Intelligence (AI) untuk Anak Usia Dini. Jurnal Mutiara Pendidikan, 5(1), 158–167.
Dorouka, P., Papadakis, S., & Kalogiannakis, M. (2020). Tablets and apps for promoting robotics, mathematics, STEM education and literacy in early childhood education. International Journal of Mobile Learning and Organisation, 14(2), 255–274.
Elvira, M., Aprilia, E., & Sainuddin, S. (2022). Model Pembelajaran STEAM (Science, Technology, Engineering, Art, and Mathematics) di Kota Malang. Preschool: Jurnal Perkembangan Dan Pendidikan Anak Usia Dini, 4(1), 13–20.
FADHILAH, M. N., AHMAD FAWAID, M. P. I., YULIATI, I., & RAHMAH, N. (2025). Model pembelajaran steam berbasis kearifan lokal Madura. Cahya Ghani Recovery.
Farwati, R. (2021). STEM education dukung merdeka belajar (dilengkapi dengan contoh perangkat pembelajaran berbasis STEM). CV Dotplus Publisher.
Huda, D. N., Mulyana, E. H., & Rahman, T. (2024). Pendekatan STEAM untuk pendidikan anak usia dini. Jurnal PAUD Agapedia, 8(2), 191–198.
Kanematsu, H., & Barry, D. M. (2016). STEM and ICT education in intelligent environments (pp. 9–13). Springer.
Kaniawati, I. (2021). Pembelajaran STEM: Upaya mencerdaskan kehidupan bangsa di abad 21. Jurnal Majelis, 2(2), 167–182.
Lestari, E., & Arkam, R. (2022). Peran Orang Tua dalam Mensukseskan Pembelajaran Berbasis STEAM di TK. MENTARI: Jurnal Pendidikan Anak Usia Dini, 2(2).
Marwiyah, M. (2022). Analisis pembelajaran STEAM untuk menanamkan keterampilan 4C pada anak usia dini. Disertasi Doktor, UIN Sultan Syarif Kasim Riau.
McClure, E. R., Guernsey, L., Clements, D. H., Bales, S. N., Nichols, J., Kendall-Taylor, N., & Levine, M. H. (2017). STEM starts early: Grounding science, technology, engineering, and math education in early childhood. Joan Ganz Cooney Center at Sesame Workshop.
Novita, C. C., Familiani, N., & Saputra, M. F. (2022). Pengembangan kurikulum berbasis nilai-nilai Islam di TK Islam Darul Arifin Jambi. SALIHA: Jurnal Pendidikan Islam, 5(1), 1–16.
Papadakis, S., & Kalogiannakis, M. (2019). Mobile learning applications in early childhood education. IGI Global.
Papadakis, S., & Kalogiannakis, M. (2022). STEM, robotics, mobile apps in early childhood and primary education. Springer Nature Singapore. https://doi.org/10.1007/978-981-19-0568-1
Papadakis, S., Vaiopoulou, J., Sifaki, E., Stamovlasis, D., Kalogiannakis, M., & Vassilakis, K. (2021). Factors that hinder in-service teachers from incorporating educational robotics. In CSEDU (2) (pp. 55–63).
Rosita, D., & Rizka, S. M. (2023). Urgency of STEM Learning Application in Early Childhood Education: A Review of Literature. SEA-CECCEP, 4(2), 130–136.
Sari, N., & Zulfa, N. A. (2024). Integrasi Pembelajaran STEAM Islamic Science: Langkah Kreatif Membangun Karakter Anak Usia Dini. Prosiding Kolokium Perkumpulan Pendidikan Islam Anak Usia Dini, 1, 55–62.
Silalahi, E. B., Apal, H., Aini, N. N., & Habibullah, A. M. (2024). Revitalisasi IPAL sebagai taman baca dan penguatan STEAM berbasis digital di wilayah Kelurahan Bandungrejosari. Prosiding Seminar Nasional Sains dan Teknologi Terapan, 1.
Timms, M. J., Moyle, K., Weldon, P. R., & Mitchell, P. (2018). Challenges in STEM learning in Australian schools: Literature and policy review.
Wan, Z. H., Jiang, Y., & Zhan, Y. (2021). STEM education in early childhood: A review of empirical studies. Early Education and Development, 32(7), 940–962.
Yang, W. (2022). Artificial Intelligence education for young children: Why, what, and how in curriculum design and implementation. Comput. Educ. Artif. Intell., 3, 100061.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Taufikin Taufikin (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
