This scoping review examined the impact of nature-based outdoor learning environments on the formation of STEAM (science, technology, engineering, arts, and mathematics) concepts in preschoolers. Preschool age (3–5 years) is the time when physical interaction with surrounding built environments increases, and spontaneous learning from the environment intensifies—making it an ideal age range to promote nature-based informal learning. An outdoor learning environment can influence STEAM concept formations of preschoolers with an intentional design that offers STEAM learning affordances. Despite the rising interest in early STEAM education, there is still limited literature on how the outdoor environment may influence STEAM learning behaviors of preschoolers (3–5 years old). This scoping review intended to evaluate the existing knowledge regarding the physical factors contributing to STEAM learning affordances in an outdoor environment for children aged three to five. The review included studies from the last twenty years. This scoping review was conducted following the criteria outlined in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR). For this scoping review, 843 citations were discovered across four databases (JSTOR, Scopus, EBSCOhost, and Web of Science), ProQuest, and Google Scholar, and 31 articles were considered eligible for inclusion. The paper synthesized those 31 studies to identify the key STEAM learning behaviors of children and STEAM-activity-supportive settings that may positively influence preschoolers’ STEAM concept development.

Science, technology, engineering, arts and mathematics (STEAM) learning is directly connected with children's cognitive development. Measuring the cognitive advancements of young children is more challenging than that of older ones because young children experience vast variations in the different personal, developmental, and environmental factors affecting their learning behaviors. Also, much learning in the early years is informal in nature, posing added challenges in systematic assessment. There are several assessment tools available for evaluating childcare settings and assessing science learning within the context of the classroom, but none for assessing outdoor learning environments. However, research shows that the outdoor physical environment of early childcare facilities has a long-lasting influence on cognitive development as well as on the quality of STEAM learning for children. There is a critical need for systematic tools to assess formal and informal early STEAM learning outdoor environments to advance both fields of early childhood education and design. This systematic review aims to document all existing tools available for assessing (a) the quality of the childcare outdoor environments and (b) the quality of STEAM learning of children aged 3–5 outside the classroom context, addressing the current lack of reliable and valid assessment measures in this emerging field. The synthesis of information from a selection of 20 studies revealed that STEAM-based outdoor learning at the preschool age is a relatively new topic and that there are no assessment tools or indicators that can assess the available opportunities in the outdoor physical environment and their affordances of STEAM learning activities and activity settings in early childhood environments (e.g., childcare centers, family care homes, or preschools). This deficiency demands more research in the areas of systematic environmental assessments of landscape design indicators in early childhood settings to advance spontaneous STEAM learning behaviors in the early years.

Traditional playground settings are often less effective in fostering STEAM (Science, Technology, Engineering, Arts, and Mathematics)-related activities, as fixed play structures tend to restrict the diversity of play behaviors and inhibit children’s ability to engage in self-directed, imaginative exploration. Using a research-through-design methodology, this study investigated how playground design (temporary landscape interventions) influences children’s engagement in informal STEAM learning activities and enhances the STEAM learning affordances of the playground. Conducted at an early learning center in Lubbock, Texas, the research involved GIS-based Environment–Behavior Mapping (E-B Mapping) and video analysis of 21 preschool-age children to compare pre- and post-intervention STEAM learning behaviors. The intervention incorporated fourteen nature-based landscape elements—such as sand and water play areas, sensory gardens, loose parts, art areas, etc.—to enhance affordances for informal STEAM activities. The results showed a marked decrease in passive behaviors and a notable rise in constructive play; collaborative interactions; and STEAM-related activities such as building, hypothesizing, observing, and experimenting. Engagement shifted away from fixed play structures to more diverse and naturalized play settings. The findings underscore the critical role of integrating diverse landscape settings and elements into playgrounds in enriching STEAM learning experiences for young children.

Children are inherently curious about everything they encounter, making the early years a perfect time for STEAM (science, technology, engineering, arts, and math) investigations. An outdoor learning environment can influence STEAM concept formation of preschoolers with intentional design that offer STEAM learning affordances. Despite the rising interest in early STEAM education, there is still limited literature on how the outdoor environment may influence STEAM learning behaviors of preschoolers (3-5 years old). This scoping review intends to evaluate the existing knowledge regarding the physical factors that contribute to STEAM learning affordances in an outdoor environment for children aged 3 to 5. The review included studies from the last twenty years. This scoping review was conducted in accordance with the criteria outlined in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR). For this scoping review, 843 citations were discovered across four databases (JSTOR, Scopus, EBSCOhost, and Web of Science), ProQuest, and Google Scholar, and 31 articles were considered eligible for inclusion. Through the synthesis of information from those 31 studies, a list of STEAM learning behaviors of children and STEAM activity-supportive settings were identified that may positively influence preschoolers' STEAM concept development.