Abstract:

It is important to implement science and engineering practices in early childhood with projects integrated with question-based games. This also enables children to learn fun, without worry and develop their skills. Children developing these skills will be able to develop innovative projects when they are adults. The aim of the study in this context is to study the impact of early childhood science and engineering practices on children’s scientific process skills. The study’s work group; a 5-year-old group that continues to pre-school education in a private school in Istanbul consists of 14 (seven girls and seven boys) students. It is designed as a buried pattern of the types of karma patterns in which qualitative and quantitative research methods are used together. The data was collected with the "Scientific Process Skills Test" and "Student Projects Assessment Section". In the study, students conducted bridges, parachutes, cars and displacement projects in groups. Projects are carried out taking into account the stages of the Stem cycle. The obtained scientific process skill test is qualitatively and qualitatively analyzed, the project evaluation section is qualitatively analyzed. According to the data obtained, scientific and engineering projects show that students develop the scientific process skills.

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