Why STEM Inquiry Program must begin in Early Childhood Education?

Abstract

STEM education, focusing on cultivating a "scientific spirit" and "learning by doing" through inquiry, observation, and problem-solving, has gained global attention. However, evidence supporting its efficacy for Kindergarten children (K1-K3) is limited. This paper reports findings from a Science Inquiry Program (SIP) intervention study in 18 early childhood settings (6 experimental; 12 control) in Hong Kong, aligned with the Curriculum Development Council (2017) “Nature and Life” guidelines. Surveys at three timepoints (T0, T1, T2) addressed: Do children in the experimental group improve more than the control group in multiple outcomes? Results show that with teacher professional development and emphasis on agency, a light-dose intervention can significantly enhance skills, attitudes, confidence, interest, and reduce negative emotions. The essence of STEM inquiry should be to cultivate learners’ curiosity and problem-solving skills through securing educator-child bonds to ease inquiry anxiety, reinforcing early STEM’s value and implementation success in Hong Kong’s preschool context.