Early STEM for all children: the impact of inclusive STEM practices on disadvantaged children

This study investigated the effects of inclusive STEM-based educational practices on the development of problem-solving skills and scientific concept knowledge among disadvantaged preschool children. Conducted in a rural area of Türkiye’s Eastern Anatolia Region, the research involved 32 children aged 60–72 months. A convergent parallel mixed-methods design was employed, collecting both quantitative and qualitative data through pre- and post-intervention assessments. The implementation included 10 STEM projects tailored to address knowledge-based real-life problems and aligned with Universal Design for Learning (UDL) principles. The results demonstrated a statistically significant improvement in children’s problem-solving skills and a marked enhancement in their ability to express scientific concepts. Content analysis of interview responses revealed a reduction in misconceptions and an increase in the use of accurate scientific language. The findings highlight the importance of inclusive, low-cost, and contextually relevant STEM practices for supporting the development of scientific thinking and problem-solving skills in disadvantaged and multilingual early learners. Policymakers and practitioners should consider integrating UDL-informed, culturally responsive STEM activities in early education curricula to ensure educational equity. These practices can bridge existing opportunity gaps and foster early STEM identity development, particularly in rural and underserved communities.