STEAM in Reverse Inclusive Activities in Preschools: Does It Work and How Does It Work?

Science, Technology, Engineering, Arts, and Mathematics (STEAM) education has been increasingly recognized for its potential to promote early childhood development, while inclusion has become a fundamental principle of early childhood education. However, research and practice on STEAM in reverse inclusive activities remain limited. This study aimed to explore whether STEAM in reverse inclusive activities in preschools works and how it works. Participants included 6 children with special education needs and 22 typically developing children aged 4–6 years from a public preschool in China. The Assessment, Evaluation, and Programming System Chinese version was used to assess children’s early childhood development in daily routines and during STEAM in reverse inclusive activities. The findings indicated that STEAM in reverse inclusive activities in preschool was effective, with both typically developing children and children with special educational needs demonstrating developmental gains. Children’s early development within the activities was facilitated by the integration of art, embodied learning, effective peer interaction, and flexible teacher support responsive to children’s inquiry problems. Overall, this study provided initial evidence regarding the implementation and effectiveness of STEAM in reverse inclusive activities and offered practical implications for promoting early childhood development.