<![CDATA[STEM learning in early childhood education (ECE) is often misunderstood as the early formalization of science, technology, engineering, and mathematics. This article argues that, for young children, STEM is better understood as play-based, problem-oriented learning that connects curiosity, concrete exploration, scientific thinking, engineering practices, and the meaningful use of knowledge in everyday life. This study aims to synthesize recent literature on early childhood STEM learning and to explain how play, thinking, and problem solving are positioned in preschool and early childhood education. The study employed a systematic literature review informed by PRISMA 2020. Literature was identified through structured searches in international databases and Indonesian journal portals, followed by duplicate removal, title and abstract screening, full-text eligibility assessment, and thematic synthesis. From 436 initial records, 35 scholarly publications were included as the main corpus, supported by four methodological and policy references. The synthesis identified five interrelated themes: STEM as everyday problem-based learning; scientific and engineering practices as early habits of mind; interdisciplinary integration through play and projects; teachers, families, and environments as a learning ecosystem; and developmentally appropriate STEM as joyful, mindful, meaningful, simple, and contextual learning. The findings suggest that ECE is a strategic ecosystem for cultivating functional literacy, numeracy, scientific understanding, creativity, collaboration, and problem solving without adding inappropriate academic pressure to young children.]]>
