Childhood is a critical stage in human life, during which an individual's cognitive, emotional, social, and physical development progresses rapidly. Early development is not only essential for children's future achievements but also plays a significant role in societal structure, economic growth, and cultural transmission. Promoting the holistic development of children is the responsibility not only of families and educational systems but also of society as a whole. This study, grounded in Bronfenbrenner's Ecological Systems Theory, aims to analyze how various ecological system levels influence children's cognitive, emotional, and social development, and explores the impact of these systems' interactions on overall child growth. The research encompasses the microsystem (e.g., family and school), mesosystem (e.g., family-school interactions), exosystem (e.g., parental socioeconomic status and work environment), macrosystem (e.g., cultural background and social policies), and chronosystem (e.g., significant life events and historical context). The findings reveal that the interactions between these ecological systems play a pivotal role in children's development and influence their holistic development.

STEM education (Science, Technology, Engineering, and Mathematics), as a key model in 21st-century global educational reform, has become a central focus due to its advantages in cultivating interdisciplinary skills, critical thinking, collaboration, communication abilities, and in stimulating students’ interest in learning. By integrating interdisciplinary knowledge, STEM education not only equips students to address complex real-world problems but also significantly enhances their practical skills. However, the implementation of STEM education faces challenges such as the complexity of curriculum integration, insufficient teacher training, and the limitations of assessment tools, all of which hinder its broad adoption and effective implementation. This study aims to comprehensively analyze the advantages of STEM education, explore its key challenges, and propose future development directions. By offering theoretical support to education policymakers, school administrators, and frontline teachers, the study seeks to promote the sustainable development and innovation of STEM education.

In recent years, with the continuous advancement of educational reform, the importance of scientific education in early childhood has become increasingly evident. Early childhood is a critical period for cognitive development and interest cultivation. Through scientific inquiry activities, young children’s cognitive development, problem-solving abilities, and curiosity about the surrounding world can be effectively promoted. However, the implementation of early childhood scientific inquiry education still faces numerous challenges, such as a lack of systematic theoretical guidance and insufficient strategies for improvement. This study aims to enhance the existing theoretical foundations of young children's scientific inquiry abilities and proposes specific strategies for improvement to foster the comprehensive development of children's scientific literacy.