Incorporating STEAM Strategies to Develop Scientific Problem-Solving Skills in Infants

In early childhood, play and hands-on experiences are essential for promoting curiosity and the development of scientific thinking. The STEAM approach science, Technology, Engineering, Art, and Mathematics integrates these disciplines to foster comprehensive skill development from an early age. This study aimed to implement a mini-ecosystem as a teaching strategy to promote scientific competencies in preschool children. A total of 20 children aged 4 to 5 from the educational institution “Dulces Brotecitos” participated in the project. The research followed a qualitative case study design, with two months dedicated to preparing and operating the mini-ecosystem, followed by three months of classroom implementation. Data collection methods included non-participant observation, field notes, and photo and video recordings (Eshach & Fried, 2005). The results demonstrated that children spontaneously used their senses to explore everyday objects and phenomena, formulated hypotheses, and engaged in basic problem-solving activities. Their participation in experiential learning spaces, such as the pedagogical garbage station, construction games, and sensory tables, encouraged scientific inquiry and creativity. The mini-ecosystem also included a mini-laboratory, supported through collaboration with parents, community organizations, and private companies. These experiences strengthened early interest in science, including fields like robotics (Whitebread et al., 2012; Resnick, 2017). Overall, integrating the STEAM approach into early education not only fosters curiosity but also builds foundational skills for future learning (Pahnke et al.; Zollman, 2012; Beers, 2011). This project highlights the potential of interactive, play-based environments to cultivate scientific thinking in young children.