<![CDATA[The integration of Science, Technology, Engineering, Arts, and Mathematics (STEAM) into early childhood education has gained increasing attention as an approach to fostering twenty-first-century competencies, including creativity, critical thinking, communication, collaboration, and problem-solving skills. Despite the growing body of research, existing evidence on STEAM-based learning media remains fragmented across diverse technologies, educational contexts, and research focuses, limiting a comprehensive understanding of the dominant learning media, their educational contributions, and implementation challenges. This study systematically reviews the existing literature on STEAM-based learning media in early childhood education using a Systematic Literature Review (SLR) guided by the PRISMA 2020 framework. A total of XX peer-reviewed studies published between 2019 and 2025 were identified from major academic databases and synthesized through thematic analysis. The findings indicate a substantial increase in research on STEAM-based learning media, with digital learning applications, educational robotics, and coding-based media emerging as the most frequently investigated approaches, followed by augmented reality, manipulative materials, engineering kits, and arts-integrated resources. Across the reviewed studies, these media consistently enhanced children's creativity, critical thinking, scientific inquiry, computational thinking, communication, and collaboration. However, teacher readiness, technological infrastructure, curriculum integration, and educational equity remain the most significant barriers to effective implementation. This review addresses the fragmentation of previous research by providing a comprehensive synthesis of dominant learning media, educational outcomes, and implementation challenges, while identifying the need for more longitudinal, culturally responsive, and inclusive research to strengthen the evidence base for STEAM-based learning media in early childhood education.]]>
