Teaching sequences based on the STEM approach for the development of inquiry in early childhood education: A systematic review

Abstract

In light of the growing significance of the STEM (science, technology, engineering, and mathematics) approach in education and the necessity to foster inquiry from an early age, this systematic review was conducted to identify didactic sequences that adopt a STEM approach and facilitate the advancement of inquiry in early childhood education. The results demonstrate that the didactic sequences facilitate disciplinary integration, providing a valuable opportunity to develop inquiry through the resolution of real-life problems and the promotion of interdisciplinary and active learning. Nevertheless, the necessity for additional research and the development of tailored resources to facilitate the effective implementation of these sequences in early childhood education settings is underscored. Concurrently, the significance of specialized and updated teacher training to maximize the impact of these educational practices is emphasized, thereby ensuring the optimal development of inquiry skills in children from an early age.