The Effect of STEAM Activities on the Development of Problem-Solving Skills in Preschool Children: A Mixed-Methods Study

Bağçeli Kahraman P., Arabacioglu B.

EARLY CHILDHOOD EDUCATION JOURNAL, 2026 (SSCI, Scopus) identifier

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2026
  • Doi Numarası: 10.1007/s10643-026-02172-1
  • Dergi Adı: EARLY CHILDHOOD EDUCATION JOURNAL
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Child Development & Adolescent Studies, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo
  • Bursa Uludağ Üniversitesi Adresli: Evet

Özet

This study examined the effects of STEAM-based activities on preschoolers' problem-solving skills using an explanatory sequential mixed-methods design. In the quantitative phase, a pretest-posttest control-group quasi-experimental design was implemented with 97 children attending a public preschool. The experimental group participated in 32 STEAM activities over eight weeks, while the control group continued the standard curriculum. Quantitative data were collected using the Problem-Solving Skills Scale, and in the qualitative phase, semi-structured interviews were conducted with children, parents, and teachers. Findings revealed that children in the experimental group demonstrated significantly greater improvements in problem-solving skills compared to the control group. STEAM activities were found to support cognitive flexibility, creativity, social interaction, emotion regulation, and autonomy. Overall, the study suggests that STEAM provides a functional pedagogical framework for fostering problem-solving and 21st-century skills in early childhood and recommends its systematic integration into preschool programs.