Project-Based STEM Education for Preschool Children: Theory and Case Study

Abstract

As global emphasis on fostering innovation and comprehensive competencies grows, the value of STEM (Science, Technology, Engineering, Mathematics) education at the preschool level has become increasingly evident. Building on a review of the theoretical foundations of STEM education and project-based learning, as well as domestic and international research, this study designs and implements the "Drip Exploration" project-based teaching program tailored to the preschool context. Aiming to cultivate children's problem-posing awareness, collaborative skills, and hands-on practice abilities, the research combines action research with case analysis. By tracking observations, conducting interviews, and evaluating outcomes in a "Little Engineers" project among a middle-level class group in one kindergarten, the study examines how project-based learning stimulates children's curiosity, promotes interdisciplinary learning, and enhances overall competencies. Results show that project-based learning effectively integrates multiple disciplines, boosts preschoolers' enthusiasm for exploration and teamwork, and offers a replicable model for kindergarten STEM practice. Finally, in response to challenges such as insufficient teacher preparation and limited curricular resources, the paper proposes optimization strategies and practical recommendations to support the broader adoption and deepening of project-based STEM education in preschool settings.