INTEGRATING CODING MATH-SCIENCE IN EARLY CHILDHOOD EDUCATION: A SYSTEMATIC REVIEW OF STEM LITERACY APPROACHES
Keywords:
Integrating coding with mathematics and science, STEM literacy approaches, systematic review, early childhood educationAbstract
Integrating coding with mathematics and science in early childhood education (ECE) has increasingly been recognized as a strategic approach to strengthening early STEM literacy. However, research on integrated coding–math–science learning in ECE remains fragmented. This study aims to systematically review STEM literacy approaches that integrate coding, mathematics, and science in early childhood education. A Systematic Literature Review (SLR) was conducted following PRISMA guidelines. Articles published between 2015 and 2025 were retrieved from Google Scholar, Scopus, and ERIC using Publish or Perish, and analyzed through thematic synthesis and bibliometric mapping using VOSviewer. The findings identify four main themes: coding as a play-based tool for developing computational thinking, integration of mathematical concepts through coding activities, support for early scientific inquiry, and STEM literacy as an outcome of integrated coding math–science learning. Bibliometric analysis indicates a growing focus on coding and computational thinking, while holistic STEM literacy approaches remain underexplored. This review highlights the need for explicit integrative frameworks to strengthen STEM literacy in early childhood education.References
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