Integrating a hybrid mode into kindergarten STEM education: its impact on young children’s critical thinking skills during the COVID-19 pandemic

ABSTRACT

Critical thinking is essential for young children and can be enhanced through appropriate and supportive curricula. With the rich affordance of digitalization, this study evaluated the effects of a hybrid STEM curriculum on critical thinking skills in 74 kindergarteners (42 boys and 32 girls) aged 5.83–7.25 years (Mean = 6.44, SD = 0.31) from a Chinese kindergarten during the COVID-19 pandemic. Employing a quantitative design across two classes, we collaborated with teachers, children, and parents to co-develop a series of STEM activities throughout an academic year. Despite the absence of a pre-test due to pandemic restrictions, no significant age differences or differences in their related assessments prior to participating in this study. Results showed that the experimental class demonstrated significant improvements in interpretation, explanation, inference, and self-regulation skills compared to the control group. These findings suggest the STEM curriculum effectively enhances critical thinking in early childhood education.

KEYWORDS:

• Critical thinking skills
• stem education
• hybrid mode

Data availability statement

The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to ethical restrictions.

Acknowledgements

The authors thank all the children, teachers and parents who participated or assisted in this study.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by The National Social Science Fund of China [grant number BHA200151].

Notes on contributors

Yajie Zhang

Yajie Zhang is the Head of the Department of Early Childhood Education at Henan University. Her research focuses on kindergarten STEM education and young children’s metacognition.

Beijia Tan

Beijia Tan works as an instructor in the Department of Early Childhood Education at Henan University. Her research includes ecological influences on young children’s executive function.

Yaping Yue

Yaping Yue is the Associate Dean of School of Education, Henan University. Her research focuses on parental support for young children’s development.

Mengzhu Cui

Mengzhu Cui is currently a graduate student in the Department of Early Childhood Education at Henan University. Her research interest is kindergarten math and science education.