A Systematic Review and Meta-Analysis of Approaches to Teaching Problem-Solving Skills in Early Childhood Education and Care Settings: A Focus on STEM Activities

• In Event: Promoting STEM Learning in Early Childhood

Abstract

This study investigates the effectiveness of evidence on supporting problem-solving (PS) skills during Science, Technology, Engineering, and Mathematics (STEM) activities in children aged from birth to six within early childhood education and care settings. Four databases were searched in PsycINFO, ERIC, Education Source, Child Development, and Adolescent Studies, resulting in a total of 13,030 abstracts. Nineteen studies were deemed eligible for the systematic review, and 10 studies for the meta-analysis. These studies collectively encompassed 1,355 children. The results indicate that problem-solving in STEM can be enhanced for children attending ECEC settings. Specifically, multivariate meta-analyses for the pooled effects revealed moderately strong effects, r = .40. Analysis of the role of potential moderators and implications for practice are discussed.

Authors

• Samantha Burns, University of Guelph

• Sumayya Saleem, University of Toronto - OISE

• Evelyn McMullen, University of Toronto

• Linda White, University of Toronto

• Elizabeth Dhuey, University of Toronto - Scarborough

• Michal Perlman, University of Toronto - OISE