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THE ROLE AND IMPORTANCE OF THE STEAM APPROACH IN PRIMARY
EDUCATION
Pishaddinova Shaxnoza Baxitbay kizi
Student at Nukus State Pedagogical Institute
Annotation:
This article explores the growing significance of the STEAM (Science, Technology,
Engineering, Arts, and Mathematics) approach in primary education. The integration of STEAM
into the early stages of learning equips students with critical 21st-century skills such as creativity,
problem-solving, collaboration, and innovation. The study investigates how STEAM-based
teaching strategies impact cognitive development, student motivation, and interdisciplinary
thinking. Through classroom observations, teacher interviews, and analysis of student projects,
the research emphasizes the effectiveness of STEAM in creating a dynamic, hands-on, and
inquiry-driven learning environment for young learners.
Key words:
STEAM education, primary school, interdisciplinary learning, creativity, critical
thinking, active learning, 21st-century skills.
INTRODUCTION
In the contemporary world, education must not only deliver content knowledge but also foster
the skills necessary for future innovation and global citizenship. The STEAM approach, which
combines Science, Technology, Engineering, Arts, and Mathematics, has emerged as a holistic
educational model designed to bridge disciplinary boundaries and prepare students for complex
problem-solving tasks. Unlike traditional models that treat subjects in isolation, STEAM
promotes integrated learning experiences where students apply knowledge in real-world contexts.
In primary education, this model is particularly beneficial as it aligns with children's natural
curiosity, promotes inquiry-based learning, and supports the development of higher-order
thinking skills from an early age. This article examines the role and impact of the STEAM
approach in enhancing teaching and learning processes in primary schools.
METHODOLOGY
A qualitative research design was employed to explore the effectiveness of STEAM in primary
classrooms. The study was conducted in four primary schools where STEAM integration had
been introduced into the curriculum for at least one academic year. Data were gathered through
classroom observations, teacher interviews, and a review of student portfolios and project
outcomes. Teachers were asked to describe their experiences implementing STEAM strategies,
the challenges they encountered, and their perceptions of student engagement and learning.
Observational data focused on student participation, creativity in problem-solving, and
collaboration during STEAM activities, such as hands-on experiments, robotics projects, and art-
integrated science lessons.
The continuity of the education system is one of the important factors that contribute to the
development of students at each stage. In particular, ensuring continuity in the transition from
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preschool to primary school is crucial for the child
s adaptation to the new environment,
consolidation of knowledge and maintenance of interest in learning. Preschool education is an
important stage for the personal, psychological and social development of a child, during which
the following basic skills are formed in students:
Development of speech and communication skills;
Perception and analysis of the environment;
Ability to think independently and solve problems;
Teamwork and communication skills.
Primary education builds on these skills, builds the child's academic knowledge and prepares
him for the next stages of education. Therefore, there should be a logical connection between
preschool education and primary school. The main factors for ensuring continuity are directly
related to the coordination of educational programs. There should be a connection between
preschool education and primary school curricula. This can be done in the following ways:
organizing preparatory courses for primary school in preschool education, introducing topics in
primary school curricula aimed at consolidating knowledge learned in preschool education, and
establishing cooperation between preschool institutions and school teachers. Ensuring continuity
in the transition from preschool to primary school is important for children's development and
future educational process. For this, it is necessary to coordinate curricula, establish cooperation
between teachers and educators, pay attention to the process of psychological adaptation, and
involve parents in the educational process. Only then can children successfully adapt to the new
stage and achieve high results in education. The STEAM education system, unlike traditional
approaches, is based on interdisciplinary integration.
RESULTS
The findings revealed that the implementation of the STEAM approach had a significantly
positive effect on student engagement, creativity, and understanding of interdisciplinary concepts.
Students demonstrated heightened enthusiasm for learning, particularly when participating in
projects that allowed them to build, design, or experiment. Teachers observed improvements in
students
ability to ask meaningful questions, work collaboratively, and apply knowledge across
multiple subject areas. For example, a project on environmental sustainability combined science
(climate change), mathematics (data collection), technology (presentations), and art (visual
storytelling), leading to a deeper understanding of the topic. Furthermore, students who struggled
with traditional learning methods became more active and confident when engaged in STEAM
tasks, suggesting a more inclusive learning environment.
In primary education, the task of STEAM education is to develop students' interest in natural and
technical sciences. Doing the work with love serves as the basis for developing their interests.
The STEAM approach allows children to systematically study the world, logically observe the
processes occurring around them, understand their interconnections, and discover new, unusual,
and interesting things for themselves. STEAM education combines interdisciplinary
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communication and the design method, which is based on the integration of natural sciences with
technology, engineering creativity, and mathematics. This provides preparation for engineering-
related professions. This approach:
Develops scientific research skills in children;
Develops real-life problem-solving skills;
Instills a culture of conscious use of technology;
Instills interest in engineering and design;
Strengthens creative thinking through art;
Develops mathematical and analytical thinking.
Preschool children are very interested in observing nature, conducting experiments and making
things with their own hands. If these interests are systematically supported, their interest in
STEAM subjects will increase even more in the primary grades. In preschool educational
organizations, children make their first acquaintance with natural sciences, mathematics and
technology. At this stage, it is appropriate to introduce the following STEAM activities:
1. Observing nature - children acquire scientific knowledge by observing plants, animals and
weather changes.
2. Simple science experiments - studying the states of water, the properties of magnets or the
propagation of light.
3. Construction and engineering games - forming simple engineering concepts using Lego,
constructions and other materials.
4. Art and design - developing creative thinking by studying colors, shapes and textures.
5. Math games
strengthen math skills through counting, identifying shapes, understanding
patterns, and solving problems.
The most important aspect at this stage is to interest children and create opportunities for
independent experimentation. Ensuring continuity in the transition to primary school is based on
the integration of the educational process, creating an integral connection between the school and
preschool education systems. The following principles are important for the continuity of the
STEAM approach in the transition from preschool to primary school:
1. Maintaining interdisciplinary connections STEAM elements should be maintained in the
primary curriculum and different subjects should be taught in a way that is interconnected. For
example, math lessons can be combined with practical counting and measuring exercises, while
science or technology lessons can be taught.
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2. Using creative and interactive teaching methods experiential learning from the preschool
stage should continue in the primary grades. Students should consolidate their knowledge
through games, laboratory work and project-based work.
3. Effective use of technology modern digital technologies and programs can make the learning
process of children more interesting. For example, STEAM subjects can be taught more
effectively using virtual laboratories, interactive games and software tools.
4. Practical projects and problem solving children should be given real-life projects to develop
their problem-solving and problem-solving skills. For example, the Build Your City project
can teach the basics of engineering and design.
5. Teacher training To effectively implement the STEAM approach, teachers need to be well-
versed in modern pedagogical technologies and interdisciplinary integration methods. Therefore,
it is important to organize regular seminars and trainings for teachers.
DISCUSSION
The results affirm the transformative potential of the STEAM approach in primary education. By
integrating disciplines, STEAM encourages students to think critically and creatively, linking
abstract knowledge with tangible experiences. The inclusion of Arts within STEM not only
fosters imagination but also enhances emotional expression, which is vital for young learners.
STEAM
s hands-on and project-based methods make learning more relevant and enjoyable,
helping students connect school content to real-life applications. However, successful
implementation depends on teacher training, curriculum flexibility, and resource availability.
Educators must be equipped with the skills and mindset to design and deliver interdisciplinary
lessons. Moreover, assessment strategies should move beyond rote memorization to include
evaluations of creativity, collaboration, and innovation.
STEAM involves an integrative approach to education with the concepts of scientific research
and technological progress in everyday life. The goal of this approach is to promote scientific
literacy and competitiveness by involving schools and the public in ensuring sustainable
development of the world economy and development through education. Ensuring a continuous
STEAM approach in the transition from preschool to primary school is important for the
development of children's scientific and creative abilities. Through the STEAM approach,
children have the opportunity to think independently, solve problems and form innovative
approaches. Therefore, one of the urgent tasks is the systematic and continuous introduction of
the STEAM approach in the education system. The STEAM program is distinguished by active
communication and teamwork. During the communication period, a free environment is created
for expressing one's opinion and conducting discussions. They learn to speak and make
presentations. Children remember the lesson better if they always participate with their teacher
and classmates. STEAM programs increase the interest of students aged 7-14 in continuous
activities. For example, if they study the 3 states of water in nature lessons, in STEAM circles
they consolidate their knowledge by freezing water to a certain degree or changing its state at
certain degrees. In STEAM classes, they can easily understand the terms while conducting
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interesting experiments.
CONCLUSION
To conclude, the STEAM approach offers a powerful framework for enhancing learning in
primary education. It cultivates essential skills such as creativity, critical thinking,
communication, and collaboration, which are crucial for students
future success. When
implemented effectively, STEAM makes learning more meaningful, inclusive, and connected to
real-world challenges. To maximize its benefits, schools must invest in teacher training, resource
development, and curriculum integration. With continued support and innovation, STEAM can
play a central role in transforming primary education into a vibrant and future-ready learning
environment. Children who are educated through STEAM are more likely to be successful in
science and technology in the future. Therefore, it is necessary to focus on creating a STEAM
education system that is continuous between preschool and primary school.
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