View in EDS

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

Saved in:
Bibliographic Details
Title: A Systematic Review and Meta-Analysis of Approaches to Teaching Problem-Solving Skills in Early Childhood Education and Care Settings: A Focus on Science, Technology, Engineering and Mathematics Activities
Language: English
Authors: Samantha Burns (ORCID 0000-0001-5251-0369), Sumayya Saleem (ORCID 0000-0001-5133-7410), Evelyn McMullen (ORCID 0000-0002-7618-8957), Olesya Falenchuk, Linda White (ORCID 0000-0001-9155-4321), Elizabeth Dhuey (ORCID 0000-0002-2833-4323), Michal Perlman (ORCID 0000-0002-6728-8067)
Source: Review of Education. 2025 13(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 30
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Reports - Research
Education Level: Early Childhood Education
Descriptors: Teaching Methods, Problem Solving, Skill Development, Early Childhood Education, STEM Education, Learning Activities, Integrated Activities
DOI: 10.1002/rev3.70079
ISSN: 2049-6613
Abstract: This systematic review and meta-analysis synthesised evidence on teaching problem-solving skills to children in early childhood education and care settings (ECEC) in the domain of science, technology, engineering and mathematics (STEM). Given the foundational nature of early cognitive development and the growing emphasis on STEM competencies, this review addresses a critical gap by evaluating the effectiveness of intervention strategies in ECEC settings. A total of 13,030 abstracts were screened across PsycInfo, ERIC, Education Source and Child Development and Adolescent Studies. Nineteen studies met inclusion criteria for the systematic review, and 10 of these (comprising 1355 children) were eligible for meta-analysis. Problem-solving skills focused interventions in STEM were associated with increased problem-solving skills for children attending ECEC settings. Specifically, multivariate meta-analyses for the pooled effects revealed moderately strong effects, r = 0.40. Studies employing an experimental design with random group assignment and author-created outcome measures showed relatively moderate effect sizes compared to other studies, all falling within a moderately strong range depending on outcome measure types. Analysis of the role of potential moderators and implications for practice were also discussed. This review underscores the importance of intentionally integrating STEM problem-solving opportunities into ECEC settings. It offers actionable insights for educators, researchers and policy makers aiming to support early learning by equipping young children with foundational skills critical for future academic and workforce success. Implications include the need for curriculum development, professional learning supports, and further research on interventions for infants, toddlers and children facing systemic barriers.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1481533
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1481533
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Systematic Review and Meta-Analysis of Approaches to Teaching Problem-Solving Skills in Early Childhood Education and Care Settings: A Focus on Science, Technology, Engineering and Mathematics Activities
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Samantha+Burns%22">Samantha Burns</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5251-0369">0000-0001-5251-0369</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sumayya+Saleem%22">Sumayya Saleem</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5133-7410">0000-0001-5133-7410</externalLink>)<br /><searchLink fieldCode="AR" term="%22Evelyn+McMullen%22">Evelyn McMullen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7618-8957">0000-0002-7618-8957</externalLink>)<br /><searchLink fieldCode="AR" term="%22Olesya+Falenchuk%22">Olesya Falenchuk</searchLink><br /><searchLink fieldCode="AR" term="%22Linda+White%22">Linda White</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9155-4321">0000-0001-9155-4321</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elizabeth+Dhuey%22">Elizabeth Dhuey</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2833-4323">0000-0002-2833-4323</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michal+Perlman%22">Michal Perlman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6728-8067">0000-0002-6728-8067</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Review+of+Education%22"><i>Review of Education</i></searchLink>. 2025 13(2).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 30
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Information Analyses<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Integrated+Activities%22">Integrated Activities</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/rev3.70079
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2049-6613
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This systematic review and meta-analysis synthesised evidence on teaching problem-solving skills to children in early childhood education and care settings (ECEC) in the domain of science, technology, engineering and mathematics (STEM). Given the foundational nature of early cognitive development and the growing emphasis on STEM competencies, this review addresses a critical gap by evaluating the effectiveness of intervention strategies in ECEC settings. A total of 13,030 abstracts were screened across PsycInfo, ERIC, Education Source and Child Development and Adolescent Studies. Nineteen studies met inclusion criteria for the systematic review, and 10 of these (comprising 1355 children) were eligible for meta-analysis. Problem-solving skills focused interventions in STEM were associated with increased problem-solving skills for children attending ECEC settings. Specifically, multivariate meta-analyses for the pooled effects revealed moderately strong effects, r = 0.40. Studies employing an experimental design with random group assignment and author-created outcome measures showed relatively moderate effect sizes compared to other studies, all falling within a moderately strong range depending on outcome measure types. Analysis of the role of potential moderators and implications for practice were also discussed. This review underscores the importance of intentionally integrating STEM problem-solving opportunities into ECEC settings. It offers actionable insights for educators, researchers and policy makers aiming to support early learning by equipping young children with foundational skills critical for future academic and workforce success. Implications include the need for curriculum development, professional learning supports, and further research on interventions for infants, toddlers and children facing systemic barriers.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1481533
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1481533
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/rev3.70079
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 30
    Subjects:
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Learning Activities
        Type: general
      – SubjectFull: Integrated Activities
        Type: general
    Titles:
      – TitleFull: A Systematic Review and Meta-Analysis of Approaches to Teaching Problem-Solving Skills in Early Childhood Education and Care Settings: A Focus on Science, Technology, Engineering and Mathematics Activities
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Samantha Burns
      – PersonEntity:
          Name:
            NameFull: Sumayya Saleem
      – PersonEntity:
          Name:
            NameFull: Evelyn McMullen
      – PersonEntity:
          Name:
            NameFull: Olesya Falenchuk
      – PersonEntity:
          Name:
            NameFull: Linda White
      – PersonEntity:
          Name:
            NameFull: Elizabeth Dhuey
      – PersonEntity:
          Name:
            NameFull: Michal Perlman
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 08
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-electronic
              Value: 2049-6613
          Numbering:
            – Type: volume
              Value: 13
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Review of Education
              Type: main
ResultId 1