Literature Review on Integrating STEAM in Preschool: International Practices and Malaysian Implementation

Abstract

This literature review examines the impact of STEAM (Science, Technology, Engineering, Arts, and Mathematics) education on preschool development in Malaysia, with specific emphasis on its incorporation into the National Preschool Standard Curriculum (NPSC). Although STEM education is widespread, the integration of the Arts within this framework is yet little examined in Malaysian preschools. The literature study analyzes the alignment of Vygotsky’s constructivist theory, namely his Zone of Proximal Development (ZPD) and scaffolding, with the application of STEAM education. It emphasizes that practical and collaborative learning activities, guided by educators, foster creativity, critical thinking, and problem-solving abilities in young learners. The assessment examines the obstacles to STEAM integration, including inadequate resources and teacher training, and highlights programs such as GoSTEAM@Tech and EDUSIMSTEAM that tackle these concerns. The findings indicate that integrating STEAM into early childhood education can significantly enhance fundamental development, equipping children for the future and promoting innovation and creativity. It necessitates enhanced governmental funding for the training of educators and the development of curricula to comprehensively incorporate STEAM in preschools.