BRIDGING DEPTH AND BREADTH: A CRITICAL ANALYSIS OF CASE STUDY AND SCOPING REVIEW APPROACHES IN EARLY CHILDHOOD STEM EDUCATION

Abstract

In today’s rapidly changing world, early learning experiences play a crucial role in shaping children’s curiosity, confidence, and capacity to think creatively. Within this context, STEM education has become a cornerstone for preparing young learners to explore, question, and solve problems in meaningful ways. This paper critically reviews two recent studies: a Malaysian case study that documents classroom-based practices, and a scoping review that synthesizes international insights and recurring challenges. Both emphasize the value of play-based, inquiry-driven approaches and highlight the teacher’s pivotal role as a facilitator of exploration. However, they differ notably in scope, methodological design, and analytical depth. The case study provides rich qualitative insights and alignment with developmental and policy frameworks, while the review offers systematic breadth and transparency in reporting. Each nonetheless presents distinct constraints, from limited sampling to narrow contextual representation. Synthesizing both perspectives, this paper proposes the SEEDS framework—Scaffolding, Experiential Play, Equity, Developmental Fit, and Systems Alignment. Grounded in developmental theory, SEEDS offers practical tools for teacher reflection and challenge-to-solution mapping. By bridging local classroom findings with global discourse, this framework contributes to clearer conceptual grounding and practical advancement in early STEM research, policy, and practice.