Igniting Curiosity: The Role of STEAM Education in Enhancing Early Academic, Language Skills and Motivation for Science

The significance of STEM (Science, Technology, Engineering, and Mathematics) education has grown considerably in modern educational frameworks, driven by the need for future generations to master a broad range of skills and abilities in a rapidly changing world [1,2]. This shift reflects a profound transformation in the pedagogical specifics of science education, emphasizing the necessity for children to acquire diverse competencies to navigate and succeed in the contemporary landscape. Expanding STEM to STEAM by incorporating the Arts underscores the need for a balanced educational strategy that fosters creativity alongside scientific and technical skills [3,4].

Focusing on STEAM education in early childhood is particularly crucial. The developmental stage of 60-72 months is essential for establishing foundational academic and language skills that are pivotal for further learning and cognitive development [5,6]. Research highlights the potential of STEAM to positively impact all areas of a child's development. However, the effective planning and implementation of STEAM activities, as well as the necessary pedagogical and content knowledge proficiency required for teacher training, are extensively discussed in the literature [5,6].

Despite the growing emphasis on STEAM, international assessments such as TIMSS [7] and PISA [8] reveal that children in Turkey lag behind their global counterparts in science and mathematics. These assessments, which focus on problem-solving questions linked to everyday life rather than direct didactic principles, highlight significant issues: Turkish children's readiness and lower performance scores necessitate a reevaluation of their educational experiences. Researchers emphasize that the solution lies in curriculum development and the integration of teaching technologies into teacher training [9–11].

There is increasing interest in the outcomes of programs that support critical early-age skills, such as language development and science-related motivation, which are crucial for scientifically addressing everyday problems. Studies have shown that children's language abilities are intertwined with cognitive, social-emotional, and early academic competencies [12,13]. Building on this premise, the "Igniting Curiosity: A STEAM Journey for Young Minds" (IC-SJYM) program aims to merge the domains of science, technology, engineering, art, and mathematics (STEAM) to enhance both the language and academic skills of children and their motivation towards science. This holistic approach combines the 5E learning model with an engineering design-based educational methodology to foster active participation and support experiential learning.

This study employs an experimental research framework to evaluate the effectiveness of the IC-SJYM program. The educational program developed in this study is thoroughly analyzed in the literature review, focusing on selected learning approaches during its development process and examining its impact on early academic and language skills and scientific motivation. The primary objective of this research is to assess the transformative potential of the IC-SJYM program in enhancing early learning experiences and advocating for its broader adoption in educational settings.

2.    Literature Review 2.1    Early Academic and Language Skills

Early childhood educators can enhance language development during STEM activities by employing educational materials as scaffolding tools. Research indicates that fostering classroom interaction [14], providing scaffolding [15,16], and utilizing the native language for learning [17] are effective strategies. By stimulating thinking abilities, STEM activities can aid in developing linguistic and academic skills. Language is a fundamental tool for thought and social interaction [18,19]. With its discursive struc-ture involving classroom interaction, elaboration of ideas, and explanation of natural phenomena, STEM education can bolster children's capabilities in these areas. Thus, through engagement in STEM activities, early childhood educators can support not only the linguistic skills of children but also their cognitive abilities.

The study by [13] found that supporting children's language skills enhances early academic skills, with selfregulation mediating early academic performance. In this context, STEAM education can facilitate the development of self-regulation components such as attention, working memory, and inhibitory control. Persistence in STEAM activities implies strengthening these cognitive functions essential for problem-solving. The skills acquired through STEAM activities contribute to language development and the advancement of cognitive tools, as per [19]. This raises the question: Is the enhancement of language development associated with STEAM education? This question warrants exploration through a review of the literature.

Moreover, language skills in early childhood are pivotal to children's positive outcomes in STEAM fields. According to the findings of some studies concerning the mathematical language skills of young children, the early development of language significantly impacts the conceptualization of numerical notions and the development of mathematics in general [20]. Specifically, a correlation was found between math language skills and numerical skills in children aged 3 to 5 years. Math language proficiency is directly related to the numerical skills necessary to recognize numbers, understand the logic of their relations, and form simple mathematical problems [20]. Thus, strong language skills from an early age facilitate cognitive and academic growth within the framework of STEAM.

Language acquisition during early life plays a critical role in mathematical abili-ties and influences one's achievement in other academic domains. More specifically, a study conducted in the Northern Territory of Australia found that language acquisi-tion in early childhood predicts reading and mathematics achievement in the third grade [21]. This finding underscores the importance of a solid linguistic foundation in early childhood as critical for children's success in school.

On the whole, the topic of language development in early childhood is vast, and even a little discussion on the contribution of language development to the accomplishments of STEM by the child seems relevant. Therefore, future educational policies and programs should be oriented in this direction, representing a quality opportunity for young children to develop language [21]. It is of paramount importance to children from less privileged socio-economic conditions; for children with language difficulties, it may result in poor academic performance owing to poor opportunities for early education.

Studies in this area of STEM education have found that interventions improve children's language and literacy skills. Interventions such as interactive book reading have positive short-term results in developing vocabulary and emergent literacy skills [22–24].

This study explored how language skills and working memory explain mathema-tical learning from preschool to primary school. These studies have further been expounded by stating that language skills, among them grammar and vocabulary, are essential in understanding conceptual issues and, most importantly, in processing in-formation relevant to numbers by the child [20]. One long-term study has brought forth the prediction of verbal numerical abilities in early childhood, spatial and lan-guage abilities, and many other critical numerical language skills for child develop-ment. Further, research conducted with Chinese children has thrown light on the inf-luence that different linguistic and cultural backgrounds exercise over the learning of mathematics, hence bringing into focus the significant role played by language skills in determining informal and formal mathematical competencies [25].

All these have been found to justify the relationship between language and STEM education in early childhood and how interventions in these two fields can impact a child's academic success. Language and academic skills can be formed with the help of STEM education programs. In addition, further scrutiny of the complex relationships between early academic skills, language, and STEM does indicate a clear imperative for further research. In this light, details will substantiate the need for research in this area, and that is why the term intrinsic motivation and academic selfconcept as de-terminants of students' academic success is termed [26]. For example, a study of child-ren's academic performance concerning participation in STEM activities found that children's intrinsic motivation and academic selfconcept of children jointly affect their' academic performance [26].

• 2.2    Motivation for Science in Early Childhood Education

• 2.3    STEAM, 5E and Design-based Approach

From elementary school onwards, children may begin to shy away from science activities due to the belief that science is complex [27]. This avoidance can negatively impact their development of academic skills [28–30] and their future endeavours in science [31]. Thus, there is a clear need for educational programs that enhance children's motivation towards science. However, such programs must encompass a broad range of scientific domains. Indeed, the goal of educational programs prepared for young children is not merely to learn scientific content but to acquire scientific concepts and support their cognitive, linguistic, social-emotional, and motor development. In this context, the content of activities within the scientific fields is utilized as a tool for broader educational aims [32].

Despite the natural procedural differences between the Science, Technology, Engineering, Arts, and Mathematics (STEAM) fields, the philosophy of STEAM necessitates the integration of these disciplines. For instance, STEM activities like robots, che-mical experiments, and electrical circuits typically involve a lot of physical and mec-hanical elements. The outcomes of such studies are often quite tangible and can even produce immediate results, such as a circuit working and a light turning on. However, studying the habitat of an endangered animal requires different tools and levels of engagement, which can yield different rewarding outcomes for children. Although scientific thinking and inquiry are present in both scenarios, the processes involved can differ qualitatively. The differences in science preferences might be explained by the opportunities presented by the various STEAM fields. Children in early age groups may not be fully aware of these distinctions, but these variables might interest them in different STEAM activities, enhancing their scientific motivation. Educational programs designed to explore children's perceptions of STEAM and its sub-disciplines can support their motivation towards science. Increasing motivation could also expand the diversity of science activities children choose to engage in.

Children's preferences can transcend the typical boundaries of STEAM (Science, Technology, Engineering, Art, and Mathematics) fields, potentially amalgamating various dimensions of these disciplines. For instance, a child's curiosity about how a fork is made after using it for the first time to eat pasta could spark interest. Fork manufac-turing closely relates to engineering and technology, encompassing material science and engineering principles such as selecting materials to enhance durability, ergonomic design, and production processes. Moreover, the technology used in manufacturing the fork and how it can be improved falls within the realm of STEAM. This example illustrates how even simple objects encountered in daily life are connected to STEAM principles. In this context, children's curiosity and explorations could draw their interest to STEAM fields, encouraging their involvement in science, technology, engineering, art, and mathematics topics, thereby boosting their motivation towards science. In this study, a culinary tool (fork or something similar) that children must develop to eat the pasta they cooked was designated STEAM content. While developing a frequently used dining utensil within a STEAM program, children engage with science, supporting their scientific motivation. This process enhances children's scientific process skills, equipping them for scientific inquiry. The National Research Council [33] defines scientific inquiry as a process of exploration where scientists investigate the natural world and propose explanations based on evidence. This approach aligns with the philosophy of early childhood education, emphasizing the importance of fostering curiosity and understanding the world from a young age.

Research indicates that the development of scientific motivation is influenced by numerous factors, including the learning environment, instructional methods, and individual characteristics of the child [34-36]. Moreover, [37] describes motivation as a dynamic force that propels individuals to initiate, direct, and sustain goal-oriented behaviours. In STEAM activities, motivation towards science is crucial for engaging children in scientific inquiry and maintaining their interest and efforts in science-related activities. Additionally, studies have shown that children's questions and interactions with their environment significantly enhance their scientific motivation [38,39]. For example, [40] found that children's interest in science books during presc-hool significantly contributes to their scientific motivation. [41] demonstrated that science-focused education in early childhood settings significantly boosted children's motivation towards science and highlighted the importance of integrating science education into early learning curricula. Research in MENA (Middle East and North Africa) countries [42,43] on the impact of teachers' practices on children's motivation towards science suggests that teachers' approaches and educational methodologies can enhance children's interest in learning science. Studies in countries such as Tunisia and the United Arab Emirates have shown that interactive and student-centred learning environments effectively boost children's motivation towards science and develop scientific process skills [44].

Researchers [45] examined how children's motivation towards science can vary across contexts (formal educational settings, informal learning spaces, and family activities), interaction modes (teacher-directed, student-centred, or inquiry-based learning), and science topics. Such studies aim to understand what triggers children's interest and curiosity in science and how educators and policymakers can create more effective science education programs. The program developed in this research was designed to meet the identified need and contribute to the literature. Given the literature reviewed, it is evident that developing a STEAM-based educational program that enhances children's language and academic skills and scientific motivation is necessary. However, implementing this program involves complex processes, including teachers' methodologies, preparation of the learning environment, and age-appropriate activity planning. A STEAM-based educational program integrating inquiry and design-based active learning approaches could be developed and tested for its effects on children. Addressing how to integrate an inquiry-based 5E approach and design-based approach into STEAM activities requires a thorough literature review of STEM, the 5E model, and design-based approaches.

STEAM (Science, Technology, Engineering, Art, and Mathematics) perspective belongs to the innovative educational paradigms designed to respond to the new aspects of the 21st century realm. The education thought leaders, including Gu and Belland [1], have marked STEAM as an integrative curriculum that follows the changing nature of our technological future. Integrating art into the STEM pattern adds a creative veneer – an educational experience encouraging innovation and inventiveness [3]. Therefore, the STEAM perspective is more than just an acronym or a buzzword. It can transform how we raise our children for the new era of the interrelated economy and society [46]. Moreover, [47] underscores the necessity of preparing children through a holistic educational experience that nurtures various skills, including cognitive development, creativity, and complex problem-solving abilities. [48] and [4] delve further into the benefits of engaging both hemispheres of the brain, advocating for STEAM to advance cognitive and creative ideas together. In this context, the impact of STEAM activities on children's development has been identified. However, when implementing STEAM activities, how can children's learning be supported consistently with STEAM? Which teaching models can we prefer to make STEAM activities more effective? The critical emphasis in these questions is the suitability of the chosen learning model to the nature of STEAM and following an effective learning process while preparing activities.

At the heart of STEAM activities lies the 5E Learning Cycle, which includes Engage, Exploration, Explanation, Elaboration, and Evaluation, as highlighted by [49]. The cycle starts with "Engage," where children are introduced to new content that sparks their curiosity and activates prior knowledge, setting the stage for deeper exploration [50]. It is a critical junction where educators assess pre-existing knowledge and misconceptions, preparing students for future problem-solving [51]. Successful enga-gement is characterized by children's intrinsic motivation to tackle presented challen-ges [52]. "Exploration" follows, providing a canvas for students to experiment with basic skills and concepts previously introduced. This stage is vital for laying a uniform experiential foundation upon which knowledge is built. Educators play a supportive role by fostering an environment where students can explore with minimal guidance, preserving the purity of discovery by withholding explanations [51,52]. The next stage, "Explanation," serves as a platform for children to express their understandings. It is where children equipped with consistent vocabulary and conceptual clarity grasp the activity. Educators intervene only to address deficiencies in children's explanations or misconceptions, ensuring correct and common understanding [50,51,53]. "Elaboration" sees children deepen their understanding and develop skills by applying learned concepts to new situations. Group interactions, peer feedback, and collaborative discussion become crucible for transferring knowledge to new problems and enhancing the learning experience [50,52]. The cycle concludes with "Evaluation," encouraging reflection on the learning journey. This stage provides students and educators insights into learning outcomes and skill development, serving as a checkpoint and springboard for future learning efforts [50–52]. The systematic and reflective approach of the 5E Lear-ning Cycle strengthens STEAM education, reinforcing the acquisition of critical social skills and preparing children for the complex problem-solving and innovative thinking demanded in today's and tomorrow's world. It is a pedagogical model that encourages a student-centred, child-initiated atmosphere where the learners are called upon to form relationships between new ideas and existing knowledge [54]. Indeed, empirical studies by [55-57] have proven that, rather than enhancing academic performance, the 5E Learning Cycle could do more by providing 21st-century skills; this is what institutions require from their modern workforce. This, therefore, outlines the potential for STEAM to be transformative outside the classroom on significant grounds in the area of scholarly inquiry from informal learning spaces. [58–61] and also [62] underline that structured educational research describes the findings but also emphasizes an integrative role through which it forms spontaneous and real-world interactions, thus explaining its impact on a large scale on the daily learning experience. With such a modern perspective, however, is the engineering design process itself, an element of STEAM education increasingly included today and providing pragmatic and collaborative problem-solving critical in societies of the present [63,64]. Tailored for diverse educational levels, the aim is to ensure project complexity aligns with student cognitive and skill growth. For example, [65] postulate that through their exemplar framework, a five-stage journey is embarked on where children's invention is such that they are enabled to identify a problem, think of creative solutions to it, plan, and develop their chosen design critically, reflecting upon and improving their work. It begins with 'Ask,' where students get to identify the actual problem. It proceeds to 'Imagine,' developing plenty of imaginative ideas. 'Plan' is also a stage where the students make plans, decide, and sketch their solutions without tight binding to these representations. In the "Create" phase, children develop their designs to realise the criteria of the effect. In the "Improve" phase, children evaluate and refine their designs along a test and development cycle to a practical solution [65,66]. The design is developed as a student-centred and experiential process designed not to be a design framework but to serve as a tool for developing solutions to societal problems. Education in engineering enthuses students to apply the acquired knowledge creatively to develop designs that meet the needs of man, hence developing their critical thinking, problem-solving, and team competencies, which are essential for the 21st century [67]. Early engagement in engineering design is evidenced to have had long-term effects. Research shows that children exposed to such learning develop engineering skills more enduringly than their peers at a later start [68]. It is also fertile ground for developing social and everyday skills since the learners analyze problems, produce ideas, prototype solutions, and test their thoughts [65]. These include educational goals, arousing interest in engineering areas, deepening conceptual understanding, and increasing retention of the learned concepts [70].

Can STEAM activities, enriched by the engineering design process and supported by the 5E Learning Cycle, bolster children's language and academic skills and scientific motivation? This research aims to examine the impact of the IC-SJYM program on children's language and academic abilities and their scientific motivation. The primary paradigm of this research adopts an empirical approach to understanding how a program composed of STEAM activities enhances both the early academic and langu-age skills and the scientific motivation of children aged 60-72 months. This early-stage educational program represents the beginning of a multi-stage research series with the potential for deep and lasting effects on cognitive and linguistic development. Indeed, educational programs' development and evaluation process is continuous and dynamic.

This research is poised to make several original contributions to the existing literature. Firstly, integrating the 5E learning cycle and design-based approach into STEAM content offers an innovative method to support children's inquiry and investigation skills. This combined method presents a new paradigm for making educational programs more effective and enhancing student engagement. Additionally, there is a scarcity of systematic studies examining the effects of STEAM education in early childhood. The findings related to this study's objectives can provide educators and policymakers with valuable insights to better design early childhood education programs. By evaluating the effectiveness of STEAM applications through comparative analyses within an embedded mixed-methods design, this research allows for more objective, valid, and reliable assessments of the program's implementation process and outcomes. Lastly, the in-depth insights from educators about the program will offer detailed information on the challenges and successes during implementation, providing valuable feedback for enhancing and improving the program's feasibility. These original contributions distinguish our study from existing research and offer new and valuable perspectives on the application of STEAM education in early childhood.

This research proposes two primary hypotheses for empirical testing. The first hypothesis is the null hypothesis (H 0 ): There is no significant difference between the experimental group, which experiences the IC-SJYM program, and the control group, which does not, regarding both language and academic skills and scientific motivation. Should this hypothesis be rejected, an alternative hypothesis (H 1 ) is formed. If researc-hers find results supporting H 1 , measuring the effects of a STEAM program integrating the 5E and design approaches is expected to shed light on empirical evaluation studies, teacher training, and current pedagogical trends influencing educational policies. The outcomes of the developed STEAM education program are anticipated to lead to more effective, engaging, and comprehensive education strategies for young children, offering activities that could pave the way for better educational approaches.

3.    Methodology 3.1    Research Design

In this investigation, we adopted a methodological framework rooted in the principles of mixed methods research, specifically employing an embedded design. We aimed to explore how STEAM (Science, Technology, Engineering, Arts, and Mathematics) education influences young learners' early academic achievements, linguistic abilities, and enthusiasm for science. The embedded design approach facilitates a nuanced exploration by integrating a qualitative inquiry within a broader quantitative analysis—mirroring experimental methods—or vice versa, thereby allowing for a more layered understanding of the phenomena at hand. This dual-faceted approach, as outlined by [66], enables a thorough examination across diverse groups and educational echelons, enriching our comprehension of the intricate dynamics at play.

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Quantitative and qualitative analyses

Interpretation and presentation of findings

Fig. 1. Research Design Flowchart

As illustrated in Figure 1, this detailed research design and methodology enable a more reliable and valid assessment of the effects of STEAM education. The integration of both quantitative and qualitative data enriches the research findings and provides a more comprehensive understanding.

This study includes both experimental and control group designs, with pre-and post-intervention scores based on a quasi-experimental research question in the quantitative dimension of our investigation. This setup was chosen to examine the specific effects of STEAM-oriented education on targeted dependent variables, paving the way toward causal insights into the observed educational impacts [67]. On the qualitative side, a semi-structured interview format was adopted to elicit deep insights from a preschool educator who is deeply engaged in implementing STEAM pedagogy. This approach allowed us to refine our questions regarding the unfolding dialogue, thus offering a richer and more nuanced set of data related to the educators' perspectives on the program, its implementation, and perceived effects on children's developmental pathways [68]. Utilizing multiple data sources and methods enhances the reliability and validity of the findings through triangulation, ensuring cross-verification of the data.

This experimental inquiry centered on the "Igniting Curiosity: A STEAM Journey for Young Minds" (IC-SJYM) program, designed in alignment with the 5E Learning Cycle and the Engineering Design Process. Meanwhile, the control group continued with activities under the Preschool Education Program Standards without any specialized intervention linked to our research outcomes [69]. This setup allowed us to record language, cognitive, and socio-emotional development under the same conditions without specific educational stimuli. After completing the program with both groups, post-tests were administered to all the students of IC-SJYM. Subsequently, data from both cohorts were analyzed to identify the effectiveness of the specialized curriculum. The use of standard tests in both the pre-test and post-test phases ensures the reliability and validity of the collected data. Given that random assignment is often impractical, especially with preschool children, quasi-experimental designs provide valuable insights in such contexts.

The main thrust of the present study was to assess the difference in early academic and linguistic competencies and scientific motivation between the cohort engaged in the IC-SJYM program and their counterparts who had gone through a more conventional educational framework. We have focused on the benefits and challenges of integrating STEAM education in early childhood settings.

• 3.2    Participants

  Our research engaged a diverse cohort of 48 young learners, ages five to six, from a public kindergarten in Afyonkarahisar, Türkiye, throughout the academic year 2023-2024. In selecting participants, we initially compiled a comprehensive list of kindergartens from the Provincial Directorate of National Education. We engaged with school officials and educators to ensure the selected institutions were not already participating in specialized educational endeavours. This vetting process led to the establishment of two groups: one designated as the experimental group, consisting of 24 children, and the other as the control group, also with 24 children, each chosen through a process that guaranteed no pre-existing differences in the demographic composition of the groups.

• 3.3    Crafting the Journey: The IC-SJYM Program

Consent for participation was meticulously gathered from each child's guardians, ensuring both voluntary participation and legal oversight. A detailed demographic analysis of our participants provided insightful revelations:

For the experimental group, the gender distribution was nearly balanced, with a slight lean towards boys (52%) over girls (48%). Parents of these children primarily fell into the 30-39 age range, with 80% of both mothers and fathers within this bracket and a smaller segment (20%) aged 40-49. Educational backgrounds varied significantly: 4% of mothers and an equal percentage of fathers had completed up to middle school, a majority of parents had reached high school (52% of mothers, 52% of fathers), and a substantial number held university degrees (44% of mothers, 48% of fathers). Employment statuses also reflected a broad spectrum of vocations, with 68% of mothers identifying as homemakers, and the remainder distributed across civil service (20%), labour (8%), and self-employment (4%). Fathers' employment mirrored this diversity, albeit with different percentages.

In the control group, girls slightly outnumbered boys (52% to 48%). A detailed look at the parents' demographics showed a broader age distribution among mothers, with a notable majority (88%) also in the 30-39 age group and a more varied educational attainment than the experimental group. Specifically, a higher percentage of mothers (56%) and fathers (76%) were university graduates. Employment patterns revealed a similar diversity to the experimental group, with a significant proportion of mothers (52%) being homemakers and fathers predominantly engaged in civil service (52%).

Central to our qualitative analysis was the preschool teacher overseeing the STEAM program's implementation within the experimental group. With 20 years of dedicated teaching experience and a solid academic background, her insights from a semi-structured interview offered invaluable perspectives on the program's impact and execution. This teacher's deep involvement and firsthand observations provided a critical narrative thread in our study, enriching our understanding of STEAM education's effect on early childhood development.

The creation of the "Igniting Curiosity: A STEAM Journey for Young Minds" (IC-SJYM) program was the culmination of an exhaustive investigation into scholarly literature on STEAM education tailored for preschool learners. This exploration surfaced various pedagogical strategies conducive to fostering a STEAM mindset, including the inquiry-based approach, project-based learning, the 5E instructional framework, and the engineering design process (EDP), with the 5E model notably prevalent for its effectiveness [70,71]. Each stage of the 5E Learning Cycle provides opportunities for active student engagement. This increased involvement in their learning processes leads to more meaningful learning experiences. Consequently, the architecture of the IC-SJYM program was intricately woven around the 5E Learning Cycle's stages: Engagement, Exploration, Explanation, Elaboration, and Evaluation, forming the backbone of our instructional approach.

The Engineering Design Process, on the other hand, develops students' problem-solving, creativity, and critical thinking skills. Children's engagement with the design process makes the educational experience more interactive and hands-on. Recognizing the significance of the EDP in augmenting STEAM education with practical relevance, our curriculum integration was informed by recommendations from a wide array of research and reports [72–75]. This approach was tailored to early childhood education, emphasizing hands-on, iterative problem-solving through stages of discovery, creation, and refinement, inspired by models such as the "Engineering for Wee Kids" and "Engineering for Kindergarten Kids" programs [76].

Close to the IC-SJYM activities developed by the Turkish Ministry of National Education under the Preschool Education Program were the cognitive, language, psycho-motor, social-emotional, and self-care developmental domains developed under the applied approach [69]. Our program carefully designed engaging, developmentally appropriate, level-based challenges that match children's interests and experiences. An array of immersive tools like 3D visuals, digital resources, puppets, and story cards were all used to grab the little learners' imaginations. The curriculum gave a good balance with original, accessible materials and resources across the full spectrum of STEAM—this ensured overall balance in the dimensioning of the educational journey.

All the participants in this workshop had an engineering design notebook for personal work with ideas and reflections, while collaboration with the parents was encouraged. Before roll-out, the IC-SJYM Program was vetted by an expert panel actively serving in the STEAM field of preschool and science education. They undertook critical evaluative alignment checks with developmental appropriateness, STEAM philosophies, involving content, and equitable applications of scientific and artistic disciplines in the program. Their invaluable feedback informed the program's final adjustments, assuring its readiness for implementation. The program at IC-SJYM was exercised with exactitude, resulting in a kindergarten atmosphere being a vibrant laboratory for STEAM exploration. This pedagogical adventure within classroom walls was boundless and overflowed through many educational and social spaces within the kindergarten, supporting the holistic development of learning in STEAM.

Figure 1 graphically visualizes this program's rollout: a highly detailed guide to what is expected to be an enriching learning journey meant to spark curiosity and ignite an indelible love for learning among the young participants.

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Fig. 2. Weekly Schedule of IC-SJYM Program Activities Aligned with the 5E Learning Cycle and Engineering Design Cycle for Experimental and Control Groups

Figure 2 unfolds the strategic layout of the IC-SJYM initiative, portraying a meticulous schedule of activities over three weeks. This diagram delineates the specific engagements undertaken each day and maps them to the relevant stages of the 5E Learning Cycle and the Engineering Design Cycle exclusively for the experimental group. Meanwhile, the control group adhered to their routine educational schema during this timeframe. The day-to-day deployment of the IC-SJYM program is illustrated through the lens of the inaugural day's undertakings, with a comprehensive breakdown of subsequent activities.

• •    Week 1: The first week focuses on introducing students to fundamental concepts, emphasizing problem identification and research. This stage helps students acquire basic knowledge about the topic.

• •    Week 2: The second week centers on the students' problem-solving processes. The stages of developing solutions and creating prototypes provide opportunities for students to find creative solutions.

• •    Week 3: The final week concludes with students presenting, evaluating, and refining their projects. This allows students to apply what they have learned and share it with others.

• 3.3.1    Unveiling the Blueprint: Day 1 of IC-SJYM

Structuring the IC-SJYM program around the 5E Learning Cycle and the Engineering Design Process ensures a systematic and phased approach to instruction, making data collection more organized and consistent. The detailed planning of daily activities over three weeks facilitates an effective and orderly data collection process. Additionally, comparing and analyzing data obtained from both the experimental and control groups provides a robust foundation for evaluating the effectiveness of the STEAM program. Collecting pre- and post-program data from both groups strengthens the ability to clearly measure changes and developments. Moreover, it is crucial for the teacher to carefully monitor and collect data throughout all stages of the program implementation. Ensuring that all planned steps are accurately and consistently applied in the experimental group is a critical factor in correctly measuring the program's impact. Overall, IC-SJYM is a highly feasible educational program developed to support the development of young children.

• •    5E Learning Cycle - Engagement:The day began with an introduction to pasta, where the children were shown visual cards depicting its making process. These visual narratives captured the children's imagination and served as a conduit to elementary mathematical concepts like sequencing, categorizing, and contrasting, sharpening their observational and analytical faculties.

• •    Engineering Design - Exploration: Embracing the tactile and the tangible, the young learners employed various measuring instruments, from the conventional to the unorthodox (like hand spans and tape measures), to gauge the dimensions of different pasta types. This activity not only seeded the basics of engineering thought but also highlighted the significance of precise measurement.

• •    Visiting the cafeteria to observe pasta's transformation through cooking further engaged the children, fostering an understanding of material properties and their changes.

• •    Problem Identification and Research: The day's journey veered into problem-solving with the posed challenge: "I spill my spaghetti while eating. What can I design to eat my spaghetti without spilling it?" This query spurred the children to seek innovative solutions, invoking their nascent problem-solving and imaginative capabilities. The pursuit of answers extended beyond the classroom. Discussions on this conundrum with family members at home nurtured a collaborative spirit, enhancing their investigatory and creative reasoning skills.

• 3.3.2    Empowering the Educator: The Prelude to Discovery

This narrative of Day 1 encapsulates the essence of the IC-SJYM program's approach: to blend structured educational frameworks with exploring real-world problems, igniting young minds' curiosity and laying the groundwork for a deep, engaging learning experience.

Fig. 3. Identifying the Problem

Before the experimental application, the teacher of the experimental group designated for the IC-SJYM program was trained by researchers for 3 hours per week over eight weeks. The content of the training included STEAM as a curriculum, inquiry-based learning, the 5E Learning Cycle model, coding and robotics in early childhood STEAM, the engineering design process, research conducted in the field of STEAM during early childhood, and review of STEAM plan examples prepared for preschool children.

The execution of the IC-SJYM program unfolded in a meticulously choreographed sequence, delineated as follows:

• •    Crafting the Experience: The genesis of our experimental journey began with the collaborative effort of researchers and the teacher of the experimental group. Together, they crafted the IC-SJYM program, comprising nine ingeniously designed activities. This three-week educational venture was structured to engage the children in 60-90 minute sessions thrice a week, ensuring an immersive and enriching learning experience. Before their implementation, these activities were subjected to expert scrutiny, fine-tuned through their feedback, and polished to their final form.

• •    Teacher Empowerment: The targeted training of the experimental group's volunteer teacher was integral to the process. As previously described, this preparatory phase spanned eight weeks and was crucial in equipping the teacher with the necessary skills and knowledge to deliver the IC-SJYM program effectively.

• •    The Experimental Group's Journey: The experimental group embarked on their STEAM journey with the stage set and actors primed. Guided by the trained teacher, the children explored the nine activities designed under the IC-SJYM banner. Each session, lasting between 60 to 90 minutes, unfolded over three weeks, offering a spectrum of learning opportunities and challenges.

• •    Navigating the Control Group: Parallel to the experimental group's journey, the control group continued their educational path uninterrupted, adhering to their pre-existing curriculum under the guidance of their regular teacher. This adherence to their standard educational program ensured that the research maintained comparative integrity.

• 3.4    Instruments of Data Collection

• 3.4.1    For Capturing Personal Data: Personal Information Form for the Children & Teacher

• 3.4.2    Assessing Motivation: Teacher Rating Scale of Children’s Motivation for Science (TRS-CMS)

• 3.4.3    Language and Academic Skills: Kaufman Survey of Early Academic and Language Skills (K-SEALS)

• 3.4.4    Teacher Interview Form

This structured approach underpinned the research methodology, encompassing the essential phases of activity preparation, teacher training, and differentiated application across experimental and control groups. This foundational structure was pivotal in facilitating the subsequent steps of data collection and analysis, ensuring the integrity and efficacy of the research process.

Our investigation collected data through a meticulously designed array of instruments, each crafted to gather specific information about the participants and their experiences within the educational setting.

The research team developed This form of capture to systematically take down the required personal details of the present study's participants. The children's form will ask for various personal details concerning the date of birth, gender, ages of the parents, education, and profession of the parents. This information was gathered directly from the children's families, ensuring accuracy and completeness. As to the educators—the teachers of the IC-SJYM Program—for the experimental group, the form sought information such as gender, the highest level of educational attainment, and how they experience professional experience in early childhood education.

Developed by [40], the TRS-CMS is a nuanced instrument designed to assess the degree of motivation towards science among early childhood learners. It is bifurcated into two sub-dimensions: "Interest in Learning Science" and "Independence against the Need for Support to Learn Science". The former includes seven items that gauge the children's curiosity and engagement with science topics, for example, probing how often they initiate questions during science-related activities. The latter also comprises seven items, focusing on the children's self-reliance during scientific exploration and the extent to which they require adult encouragement or assistance. This scale is completed by teachers based on their observations, employing a 5-point Likert-type scale where 5 signifies 'quite a lot', three indicates 'moderately', and one denotes 'very little'. The adaptation of this scale to the Turkish cultural context, along with a rigorous examination of its psychometric properties, was undertaken by [77]. In their study involving 367 children aged between 48 and 72 months, Confirmatory Factor Analysis supported the two-dimensional structure of the original scale, with fit indices signalling both acceptable and excellent levels. Factor loadings varied from 0.77 to 0.91 for "Interest in Learning Science" and from 0.49 to 0.85 for "Independence against the Need for Support to Learn Science". The Omega coefficient for the first sub-dimension was established at 0.95, and for the second sub-dimension, 0.88. Cronbach Alpha coefficients were calculated as 0.95 and 0.89 for the respective sub-dimensions.

This semi-structured interview combines fixed and flexible questions, allowing participants to express their thoughts comprehensively. The development of this form was guided by feedback from three experts in early childhood education and STEAM, and its efficacy was further tested through a pilot interview with a teacher actively implementing STEAM methodologies. Subsequent analysis by two specialists affirmed the validity of the interview content, leading to final revisions that ensured alignment with the research objectives. The questions predominantly revolve around evaluating the effectiveness of the IC-SJYM program as experienced and observed in the experimental group.

These instruments collectively provided a robust framework for data collection, enabling a deep and multi-faceted exploration of the IC-SJYM program's impact on children's science motivation and academic and language skills. They also offered insights into the educators' perspectives on the program's implementation and outcomes.

• 3.5    Data Collection

• 3.6    Data Analysis

• 3.6.1    Normality Assumption

• 3.6.2    Equality of Covariance Matrices Across Groups

  Box's M test was conducted to evaluate the equality of the covariance matrices of the study's dependent variables across groups. The test results indicated no significant difference in the covariance matrices across groups [Box's M = 32.558, F(_{10, 10116.335}) = 5.948, p = .125], suggesting the null hypothesis (the hypothesis that the covariance matrices are equal across groups) cannot be rejected. This indicates that the covariance structures of the dependent variables are similar across the examined groups, and there is no structural difference.

• 3.6.3    Homogeneity Assumption

• 3.6.4    Independence Assumption

• 3.6.5    Analysis of Qualitative Data

4.    Results and Discussion 4.1    Quantitative Findings

Data in this study were collected through a structured process that helps ascertain the influence of IC-SJYM on young learners. Initially, we measured the participants' academic skills and science motivation through K-SEALS and TRS-CMS, respectively, as an instrument used in the baseline assessment. In the third week, IC-SJYM was given to the experimental group. Members from this group attended 90 minutes of the instructor's lesson on skills and interests to better STEAM. The control group went through their regular educational routine. After the completion of the program, post-tests were given to the intervention group and control group to measure any changes in academic skills and motivation towards science. A semi-structured interview was also carried out with the implementing teacher of the IC-SJYM program to gain further understanding regarding the effects of the program and its implementation. This has given more room to provide a detailed and comprehensive analysis of the program IC-SJYM's effectiveness by comparing pre-post intervention data and cross-referencing them with qualitative feedback from educators.

Before proceeding with data analysis in the study, assumptions were examined.

This assumption checks whether both groups' pre-test and post-test results are normally distributed. The Kolmogorov-Smirnov test was preferred since the number of data points exceeded 30. Based on the Kolmogorov-Smirnov normality test results (p > .05), the distribution was assumed to be normal.

This assumption indicates that the variances between the experimental and control groups are equal, meaning there should not be a statistically significant difference between the variances of the groups. The Levene's Test (p > .05) confirmed that variance homogeneity was established. The results for equality of error variances across groups for dependent variables, on average, are as follows: Pre-test K-SEALS [Levene Statistic = 1.140, df1 = 1, df2 = 46, p = .291], Post-test K-SEALS [Levene Statistic = 1.392, df1 = 1, df2 = 46, p = .244], Pre-test TRS-CMS [Levene Statistic = .762, df1 = 1, df2 = 46, p = .387], Post-test TRS-CMS [Levene Statistic = 1.849, df1 = 1, df2 = 46, p = .407]. These results demonstrate that the null hypothesis (the hypothesis that error variances are equal across groups) cannot be rejected. Therefore, error variances for all dependent variables are equal across groups.

This assumption expresses that each participant does not influence others. The independence of the participants was established by randomly assigning them to either the experimental or control group during formation. The data obtained were analyzed using the SPSS (Statistical Package for the Social Sciences) software. Differences between pretest and post-test results were evaluated using an independent samples t-test. Additionally, a MANOVA test was applied to compare the performance of children participating in activities within the experimental group with those in the control group. When performing the MANOVA analysis, Wilks' lambda values were investigated, and the Bonferroni correction was employed to manage the type 1 error.

The content analysis method was used to analyse qualitative data. The purpose of content analysis is to categorize similar data under specific themes and concepts, organizing it in a clear and comprehensible manner for interpretation by readers [80]. The study's content analysis was performed on the transcripts of the semi-structured interviews. Two researchers reviewed the transcripts to develop themes and sub-categories. Consensus and divergent points were identified, and reliability was calculated using the [81] reliability formula. The agreement percentage for the interview form, which ultimately consisted of 9 questions, was determined to be 91%.

This section includes descriptive statistics and estimates, which provide insights into children's early academic skills and motivational levels in both the experimental and control groups. These findings are crucial in understanding the impact of the STEAM program, IC-SJYM, on young learners. Table 1 presents descriptive statistics and estimates, offering detailed insights into children's early academic skills and motivational levels in both the experimental and control groups.

The analysis of Table 1 reveals significant insights into the participants' early academic skills and motivational levels. For the pre-test, K-SEALS, the experimental group exhibited a mean score of M=38.38 with a standard deviation (SD) of 9.24, while the control group had a mean of M=37.38 and an SD of 6.45. When evaluating the Post-test K-SEALS, the experimental group's mean score and standard deviation were M=47.33 and SD=8.90, respectively, indicating a considerable improvement. In contrast, the control group's mean score was M=37.92, with an SD of 6.72, showing less variation than the experimental group.

Table 1. Descriptive Statistics and Confidence Intervals for Early Academic and Language Skills and Motivation for Science

Descriptive Statistics and Estimates						95% Confidence Interval
		Group	N	Mean	Std. Dev.	Lower	Upper
						Bound	Bound
Pre-test		Experiment	24	38.3750	9.24456	35.101	41.649
K-SEALS		Control	24	37.3750	6.44584	34.101	40.649
		Total	48	37.8750	7.89997
Post-test		Experiment	24	47.3333	8.90367	44.092	50.575
K-SEALS		Control	24	37.9167	6.72385	34.675	41.158
		Total	48	42.6250	9.14103
Pre-test	TRS-	Experiment	24	46.1667	6.09110	43.566	48.767
CMS		Control	24	46.9583	6.55730	44.358	49.559
		Total	48	46.5625	6.27357
Post-test	TRS-	Experiment	24	59.2917	3.54449	57.356	61.227
CMS		Control	24	47.0000	5.64146	45.064	48.936
		Total	48	53.1458	7.76514

Regarding motivation for science, the Pre-test scores for the experimental and control groups were M=46.17 (SD=6.09) and M=46.96 (SD=6.56), respectively. These figures suggest that both groups started with similar motivation levels towards science. However, the Post-test TRS-CMS scores revealed a marked difference: the experimental group scored M=59.29 with an SD of 3.54, demonstrating a significant increase, whereas the control group scored M=47.00 with an SD=5.64. This substantial growth in the experimental group's motivation underscores the positive influence of the IC-SJYM program on enhancing children's interest and engagement in science-related activities.

Table 2. Between-Subjects Effects of STEAM Education on Early Academic and Language Skills and Motivation for Science

Tests of Between-Subjects Effects Source Dependent Variable Type III SST df Mean Square F Sig. ηp 2 Corrected Model Pre-test K-SEALS 12.000a 1 12.000 .189 .666 .004 Post-test K-SEALS 1064.083b 1 1064.083 17.096 .000 .271 Pre-test TRS-CMS 7.521c 1 7.521 .188 .667 .004 Post-test TRS-CMS 1813.021d 1 1813.021 81.687 .000 .640 Intercept Pre-test K-SEALS 68856.750 1 68856.750 1084.265 .000 .959 Post-test K-SEALS 87210.750 1 87210.750 1401.139 .000 .968 Pre-test TRS-CMS 104067.188 1 104067.188 2598.443 .000 .983 Post-test TRS-CMS 135575.021 1 135575.021 6108.428 .000 .993 Grup Pre-test K-SEALS 12.000 1 12.000 .189 .666 .004 Post-test K-SEALS 1064.083 1 1064.083 17.096 .000 .271 Pre-test TRS-CMS 7.521 1 7.521 .188 .667 .004 Post-test TRS-CMS 1813.021 1 1813.021 81.687 .000 .640 Error Pre-test K-SEALS 2921.250 46 63.505 Post-test K-SEALS 2863.167 46 62.243 Pre-test TRS-CMS 1842.292 46 40.050 Post-test TRS-CMS 1020.958 46 22.195 Total Pre-test K-SEALS 71790.000 48 Post-test K-SEALS 91138.000 48 Pre-test TRS-CMS 105917.000 48 Post-test TRS-CMS 138409.000 48 Corrected Total Pre-test K-SEALS 2933.250 47 Post-test K-SEALS 3927.250 47 Pre-test TRS-CMS 1849.813 47 Post-test TRS-CMS 2833.979 47 a. R Squared = .004 (Adjusted R Squared = -.018)

b. R Squared = .271 (Adjusted R Squared = .255)

c. R Squared = .004 (Adjusted R Squared = -.018)

d. R Squared = .640 (Adjusted R Squared = .632)

Upon examining Table 2, it is observed that for the pre-test K-SEALS, the group effect was statistically nonsignificant [F(1, 46) = .189, p = .666]. This suggests that before the implementation of the educational activities, both the experimental and control groups exhibited similar levels of early academic skills. In contrast, a statistically significant difference was found in the post-test K-SEALS [F(1, 46) = 17.096, p < .001, η2p = .271]. For the pre-test TRS-CMS scores, the group effect again showed no statistical significance [F(1, 46) = .188, p = .667], indicating similar motivation levels in both groups before the intervention.

However, for the post-test TRS-CMS scores, a significant group effect was identified [F(1, 46) = 81.687, p < .001, η2p = .640]. According to [82], partial Eta squared values of 0.01 indicate a small effect, 0.06 a medium effect, and 0.14 a large effect. The partial Eta squared values for the post-test early academic skills (η2p = .271) and motivation (η2p = .640) suggest a substantial effect size between the experimental and control groups, as per Cohen's criteria [82]. This indicates a significant impact of the intervention on these measurements. The findings from this analysis underscore the effectiveness of the STEAM education program (IC-SJYM), particularly in enhancing post-intervention academic and language skills and scientific motivation among the participants. The data reveals the transformative potential of integrating STEAM concepts into early childhood education, reflecting marked improvements in key developmental areas.

Table 3. Pairwise Comparisons of STEAM Program (IC-SJYM) Impact on Early Academic and Language Skills and Motivation for Science

Dependent Variable	(I) Group	(J) Group	Mean Difference (I-J)	Std. Error	Sig.b	95% Confidence Interval for Differenceb
						Lower Bound	Upper Bound
Pre-test K-SEALS	Experiment	Control	1.000	2.300	.666	-3.631	5.631
	Control	Experiment	-1.000	2.300	.666	-5.631	3.631
Post-test K-SEALS	Experiment	Control	9.417*	2.277	.000	4.832	14.001
	Control	Experiment	-9.417*	2.277	.000	-14.001	-4.832
Pre-test TRS-CMS	Experiment	Control	-.792	1.827	.667	-4.469	2.886
	Control	Experiment	.792	1.827	.667	-2.886	4.469
Post-test TRS-CMS	Experiment	Control	12.292*	1.360	.000	9.554	15.029
	Control	Experiment	-12.292*	1.360	.000	-15.029	-9.554

Based on estimated marginal means

*. The mean difference is significant at the .05 level. b. Adjustment for multiple comparisons: Bonferroni.

Table 3 provides a detailed analysis of the pairwise comparisons between the experimental and control groups regarding early academic skills and motivation, as measured pre-and post-intervention. The results reveal significant differences in the post-test measures for early academic skills and motivation.

In the post-test evaluation of early academic skills (K-SEALS), the experimental group displayed a significantly higher performance than the control group. This difference is statistically significant, with a mean difference of 9.417 (Standard Error = 2.277, p < .05). This result has shown a substantive positive effect of the IC-SJYM on enhancing participants' academic skills. Similarly, in the post-test motivation scores (TRS-CMS), it was visible for the experimental group that the level of motivation was significantly higher compared to the control group. The further mean difference is 12.292 with a standard error of 1.360 and p<.05, indicating that there is also a significant difference. This underscores the level of effectiveness of the IC-SJYM program in increasing motivation towards the science and academic journey.

Fig. 4. Estimated Marginal Means of K-SEALS and TRS-CMS Scores Across Experimental and Control Groups

When comparing pre-test and post-test scores within the groups, a significant difference has been identified for the experimental group (see Figure 2) in both K-SEALS (Mean difference = -8.95833, SD = 3.77036, SE = 0.76962, 95% CI [-10.55041, -7.36625], t(23) = -11.640, p < .001) and TRS-CMS scores (Mean difference = -13.1250, SD = 5.91470, SE = 1.20733, 95% CI [-15.62256, -10.62744], t(23) = -10.871, p < .001).

In examining the control group for significant differences between pre-test and post-test scores, no substantial change was observed in early academic skills (Mean difference = -0.54167, SD = 1.71893, SE = 0.35087, 95% CI [1.26751, 0.18417], t(23) = -1.544, p = .136) or in motivation towards science (Mean difference = -0.04167, SD = 3.35545, SE = 0.68493, 95% CI [-1.45855, 1.37522], t(23) = -0.061, p = .952).

The findings, therefore, show that the experimental group's academic and motivational outputs improved significantly after intervention, pointing to a possible effect of the IC-SJYM. In this case, the control group always showed results at the same constant level throughout the entire study period and showed no evident impact from the standard curriculum. Study findings highlight STEAM's efficacy in enhancing science performance and engagement.

• 4.2    Qualitative Findings: Thematic Overview

  • 4.2.1    Theme 1: Children's Academic Skills

• 4.2.2    Theme 2: Children's Motivation Towards Science

The academic benefits that IC-SJYM brought to the children were too many to count. Through all these activities, the teacher got the learners to find answers to many academic competencies around a concrete problem: "How to eat spaghetti without spilling from the plate." In pedagogical observation, the teacher reflected:

“It was, therefore, observed that the children were thus proactive with the exercise through their better choice of language, including new project-related words such as 'prototype' and 'dynamo.”

"The children saw this as a project that sparked their problem-solving prowess, which was duly noted as they worked through the design and brainstorming stages."

The IC-SJYM effectively promoted academic competencies, notably in areas such as problem-solving and linguistic growth; its students admitted to these direct accounts of struggling with learning on many occasions.

IC-SJYM markedly increased children's scientific motivation. It served as a dynamic platform, transforming the science learning experience into an inviting and approachable endeavour for young minds. As noted by the teacher:

"There was noticeable enthusiasm among the children as they conducted research and shared their discoveries, signalling a deeper engagement with scientific subjects."

"Their eager participation and inquisitiveness during the project indicate a robust motivation for scientific exploration and understanding."

Such reflective insights from the classroom highlight IC-SJYM's success in sparking and maintaining children’s interest in science, establishing a solid base for ongoing scientific inquiry and education.

Qualitatively, the evaluation of the impact of IC-SJYM would underscore the aspect that the academic aptitude and scientific enthusiasm of the children involved grew substantially. The program's hands-on, inquiry-based approach encouraged them to develop problem-solving, creative thinking, and enhanced verbal and communication skills. IC-SJYM has become a success, gauged by high participation and interest in the learning process; it further ignited a strong and everlasting passion among its young learners for science. The findings support that the effectiveness of the STEAM model in an early childhood educational set-up is strong, concerning its potential to promote all-round development in academic excellence and continued enthusiasm for scientific exploration.

5.    Discussion and Conclusion

The core themes of both research and educational approaches have been the emphasis on integrating STEM education programs within early childhood education as further research is carried out within the areas of testing and integration from various learning approaches. This research showed no substantial statistical differences among the groups for any pre-test measures in language, early academic skills, and motivation. The marked differences revealed in post-tests, compared to the control group, point more toward improvement in the experimental group in terms of language and academic proficiency and motivation. From this, the intervention within this study highly contributed to the improvement that the students developed in both language and academic skills, together with their motivation. Additionally, considering that the experimental and control groups started at similar levels at the pre-test stage, this study provides significant findings for evaluating the effects of the educational program's intervention. In this context, a review of the literature examined contributes to the field by highlighting aspects that either align with or differ from the results of the conducted research.

Primarily, integrating the 5E learning and design-based approaches into STEAM content [71] can be argued to effectively support children's inquiry and research skills, aligning with the nature of STEM education. Moreover, ensuring the compatibility of two different designs with STEAM content is critically important for developing STEAM activities. Ultimately, encountering and reflecting on a problem during the learning process effectively supports children's development. Adopting the 5E learning approach [54,83] and the design-based approach [84–86] together into activities could shed light on a new paradigm for education programs that utilize these approaches separately within the literature. However, evaluating the implementation results and the program's planning process will ultimately reveal the program's effectiveness. With this perspective, the variables expected to be supported in the study were examined and discussed in sequence, according to the literature.

The outcomes of this research, indicating that the STEAM education program significantly impacted children's language and academic skills, resonate with findings from the existing literature. According to research conducted by [16], the relationship between teachers' awareness of language development in STEM education and their practices depends on their understanding of the importance of language in STEM subjects and their implementation of effective strategies to support students' language skills. Teachers must assist students in acquiring discipline-specific concepts within STEM subjects. Professional development programs can offer teachers opportunities to employ various strategies to support language development in STEM teaching. Strategies such as encouraging classroom interaction, using language-supportive structures, promoting active student participation, and integrating students' native languages into the learning process can be applied. These strategies can help teachers enhance their language-focused teaching skills. In this context, the findings of this research coincide with the classroom implementations of the inquiry and design-based STEAM education program developed in this study, supporting language skills.

Furthermore, research by [87] examines how multilingual STEM and STEM pedagogies are implemented and accounted for through content analysis of interviews where teachers share their experiences via a multilingual platform. Teachers tend to prioritize teaching the subject content over developing STEM language skills. Significantly, more importance is given to the development of teaching language rather than balancing language and content. In this case, teachers often focus on developing vocabulary related to the subject rather than developing a "deep understanding" of specific subject content, concentrating on "technical terms". From this standpoint, in this research, the teacher observed children acquiring technical terms like 'prototype', 'dynamic', and 'dynamo' through STEM activities. However, unlike the [87] study, the aim of the education program applied in this research is not to impart content knowledge of STEM fields to children by the nature of early childhood but to support their developmental areas.

Research by [88] examined the outcomes of inclusive STEM education at a multilingual high school. The study identified elements considered asset-based and humanistic in students' experiences of learning science and language: providing students with opportunities for scientific inquiry and conducting their research. Solid relationships and positive interactions in the classroom environment contribute to students feeling happiness, peace, and a sense of belonging. The roles of teachers in community building and promoting excellence are increasing. Challenges include the difficulties encountered while learning science and a foreign language simultaneously in a standard English-focused environment. This research demonstrates the importance of inquiry and thinking in solving problems encountered in life. Although the study's participants were conducted by [88] and this research belongs to different age groups, receiving STEM education through scientific inquiry-based approaches during early childhood and reflecting on an existing problem, thereby supporting language development, yields similar outcomes.

According to the research results conducted by [62], the Early STEAM Education Program has shown positive effects not only on children's visual-spatial reasoning skills but also in areas such as design processes, multidisciplinary perspectives, and active learning. Furthermore, the program is noted to have effectively influenced design processes, productivity, imagination, thinking skills, experiences, and self-confidence in children's scientific process skills. According to [61], children have acquired thinking skills such as research, asking questions, problem-solving, and planning during STEAM applications. STEAM applications make children happy, support their self-confidence, and encourage them to work or research [89]. Moreover, [90] highlights the comprehensive cognitive benefits of early involvement of preschool children in STEAM-based learning activities. The significant increase in scientific motivation among children participating in the STEAM program in this research underscores the critical role of early exposure to scientific concepts. This is particularly significant in light of research by [91,92], which emphasizes the fundamental nature of establishing a solid foundation for scientific discovery from a young age. Our study confirms the effectiveness of STEAM in enhancing children's motivation towards science, further supported by the interactive and hands-on nature of STEAM activities that align with children's learning preferences. In this context, applying the 5E and design-based STEAM education program to children supports scientific motivation, language, and early academic skills, containing similar results in the literature [61,62,93]. [93] highlight the importance of teachers' planning and implementing STEM activities in supporting children's higher-level thinking skills, creativity, and critical thinking through inquiry-based education for preschool-aged children. Moving from this point, research on teachers' effective implementation of STEM education programs reveals the importance of teachers' interests, attitudes, and knowledge regarding STEM. Although the findings of this research are not directly aimed at teachers' education, the attitudes and teaching principles related to the program's planning, implementation, and evaluation processes as implementers are critical. According to research by [94], teachers' attitudes towards STEM education can increase children's motivation towards science. Teachers' positive attitudes can influence their determination to integrate new concepts into their lessons and contribute to creating conditions suitable for STEM development. Indeed, the effect of teachers implementing the STEM education program in early childhood classrooms as excellent role models in enhancing children's scientific motivations like a scientist should not be overlooked. In this context, the guidance of the teacher implementing the program in this research, based on the instructional principles of active participation and inquiry-based STEM approach, is another situation that reveals the program's effect. [60] emphasize the importance of training Turkish and Greek teachers for adequate STEM pedagogical content knowledge. In this research, providing teacher training on STEM to the teachers who implemented the STEM application to children and conducting pilot applications of the program is a situation that needs to be underlined to achieve the intended results. Indeed, research results are available on the difficulties faced by preschool educators who have not received STEM education in implementing the STEM education program [95,96]. In conclusion, the 5E and design-based STEAM education program focused on in this research effectively supports children's language, early academic skills, and scientific motivation. Generally, the positive effects of STEAM education on children can be attributed to the student-centered and interactive nature of the 5E learning cycle and the design-based approach. However, it is important to note that some children may not equally benefit from all components of STEAM education due to individual differences and learning styles. The lack of necessary materials and resources for STEAM education can also limit the program's effectiveness. Particularly in low-income schools or regions with limited resources, the implementation of such programs may not meet the expected quality. Nonetheless, the development of the relevant program is accepted as a dynamic process by researchers as a scientific principle, and STEAM program evaluation and update studies will be conducted according to future applications. This ongoing process ensures that the program can be refined and adapted to address any challenges and improve its efficacy over time.

The findings from this research can help develop strategies to expand the use of STEAM education in early childhood. Specifically, integrating the 5E learning cycle and design-based approaches into STEAM-focused activities can be incorporated into existing curricula, providing young children with more diverse and interactive learning experiences. This process can enhance children's active participation and learning by allowing them to design and implement their own projects. Teachers' use of real-world problems in classroom projects can bridge theory and practice, helping students develop collaboration, communication, and leadership skills. Employing differentiated instructional strategies to accommodate various learning styles can maximize each child's potential.

While this study provides significant results regarding the effects of STEAM education on early academic skills and scientific motivation, some limitations must be acknowledged. Another aspect highlighted in the literature is the use of digital applications in STEM education and parental involvement. According to [97], the success of children in STEM activities is not only due to the training provided to teachers but also to teachers' utilization of contemporary technology and their integration of digital applications required by the age into the classroom. Additionally, as [59] suggests, using digital applications in STEM activities at home under the active mediation of parents is crucial. A limitation identified in this research is the need for more technology integration during the implementation of STEAM education programs and the absence of planned digital applications for use by parents and children together. Future research could explore the impact of digital applications in conjunction with the STEAM education program. Future research in STEAM education could design longitudinal studies that will monitor the lasting effects of STEAM initiatives on students' language, academic skills, and motivation towards science over time. While the number of participants in experimental studies is adequate, a small or homogeneous sample may limit the generalizability of the findings to other groups of children. Additionally, if the socio-economic and cultural factors of the children in the sample group are not considered, the effects of the program on different groups of children may not be fully understood. Therefore, future studies should aim to increase the generalizability of the findings by being repeated with larger and more demographically diverse samples. The varying levels of knowledge and experience among teachers can directly impact the effectiveness of the program. Inconsistent implementation of the program across different classes or schools can weaken the comparability and validity of the results. For teachers to effectively implement the program, it is essential to provide necessary training and support related to STEAM, ensure access to technology and resources, and develop appropriate evaluation methods, which will enhance the success of STEAM education.

Author Contributions

Conceptualization, Ö.U.A. and A.İ.C.G.; methodology, Ö.U.A. and A.İ.C.G.; formal analysis, A.İ.C.G.; investigation, Ö.U.A., Ü.Ü.K. and A.İ.C.G. ; resources, A.İ.C.G., M.K., S.P.; data curation, Ü.Ü.K. and Ö.U.A.; writing—original draft preparation, Ü.Ü.K., A.İ.C.G.; review and editing, Ö.U.A. M.K., S.P. and A.İ.C.G.; visualization, M.K., S.P.; supervision, Ö.U.A., A.İ.C.G; All authors have read and agreed to the published version of the manuscript.

Funding

This research received no external funding.

Institutional Review Board Statement

The study was conducted in accordance with the Declaration of Helsinki and approved by the Institutional Review Board of Afyon Kocatepe University.

Informed Consent Statement

Informed consent was obtained from all subjects or their legal guardians involved in the study.

Data Availability Statement

Both quantitative and qualitative data can be shared on demand.

Conflicts of Interest

The authors declare no conflicts of interest.