Peer-reviewed article
METHODOLOGY FOR DEVELOPING RESEARCH SKILLS IN PRESCHOOL CHILDREN BASED ON STEAM TECHNOLOGY
Madina Abdilvosidova Abdurashid qizi ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5The article proposes a teaching method for building research skills in preschool children using STEAM (Science, Technology, Engineering, Arts, Mathematics) activities. The method has four stages: stimulating curiosity, guided exploration, collaborative investigation, and reflective presentation. Each stage is linked to specific activities and to observable signs of research skill. A three-level framework is described for tracking children's progress. It is aimed at preschool educators, methodologists and teacher-training specialists.
Key points
- Research skills include curiosity, observation, questioning, prediction, experimentation and reflection.
- These skills are often underdeveloped in early childhood education because of fragmented curricula and limited inquiry-based practice.
- The methodology has four sequential stages: stimulating curiosity, guided exploration, collaborative investigation, and reflective presentation.
- Each stage is linked to STEAM activities and to observable indicators of research competence.
- A three-level assessment framework is described for monitoring children's progress.
Limitations
The abstract describes a proposed methodology and does not report testing it with children or any results, so it cannot tell us whether the approach works. It does not name a country or setting.
Abstract
This article presents a methodology for developing research skills in preschool children through the integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) approaches. Research skills, including curiosity, observation, questioning, prediction, experimentation, and reflection, are foundational to lifelong learning, yet they are often underdeveloped in early childhood education because of fragmented curricula and limited inquiry-based practice. The study draws on constructivist and sociocultural theories of learning and on international frameworks for integrated STEM education. The proposed methodology consists of four sequential stages: stimulating curiosity, guided exploration, collaborative investigation, and reflective presentation. Each stage is linked to specific STEAM activities and to observable indicators of research competence. A three-level assessment framework is also described for monitoring children's progress. The methodology is intended for preschool educators, methodologists, and teacher-training specialists, and it offers a structured pathway for transforming everyday play into systematic inquiry.