Abstract

In the context of comprehensive educational reform, the STEM/STEAM model has emerged as an effective integrated approach that helps preschool children develop logical thinking and practical problem-solving skills. As a core component of STEM/STEAM, mathematics serves as both a language and a tool connecting science, engineering, and technology. This article analyzes the nature and role of mathematics in the STEM/ STEAM model for preschool education, proposes a process for organizing experiential mathematics activities for young children, and discusses the competencies required of teachers. Integrating STEM/STEAM into preschool mathematics activities not only fosters children’s interest in mathematics but also develops essential 21st- century competencies, including collaboration, creativity, and communication. Successful implementation requires continuous professional development for teachers and close collaboration with families to maintain a rich experiential learning environment for children.

Keywords: Cognitive development, experiential learning, integration, mathematics, preschool, STEM/STEAM, teacher.