The influence of STEAM-based block play on creative imagination and performance in preschool children: a latent growth curve model

Science, Technology, Engineering, Arts, and Mathematics (STEAM) education in early childhood has received limited attention, and the hands-on experiences of children are not well understood. The study focused on exploring the effects of block-building games within a STEAM teaching framework in developing children’s imagination and performance. This longitudinal study enrolled 119 preschool children, aged 3 to 6 years (60 boys and 59 girls), in Taiwan and used two instruments to examine the effects of STEAM building blocks as learning tools that stimulate imagination on the creativity and learning outcomes of preschool children. The study found that gender did not have a significant impact on the rate of improvement in imagination; both boys and girls showed similar improvements. Furthermore, the children improved their proficiency in resolving problems with building blocks as time progressed, and a positive correlation existed between their imaginative thinking and their capacity to use the blocks efficiently. The findings indicate the potential of integrating STEAM teaching strategies into early childhood education to nurture children’s creativity and imaginative abilities. The absence of gender-based disparities in the growth of creative imagination suggests that STEAM education can be a generally beneficial approach for fostering creativity in young learners. Overall, this research provides valuable insights into early childhood STEAM education and emphasizes its role in promoting creative thinking among preschool children.