Practices of science in early childhood: Examination of empric studies through meta-analysis and systematic review

In this study, it was aimed to determine the effects of science practices (science activities) in early childhood on children with a holistic approach by systematic review and meta-analysis method. In this context, articles published in journals searched in the ERIC and Social Sciences Citation Index (SSCI) databases between 2010-2022 and based on an experimental design on the effects of science/science practices on children's development in early childhood were examined. In the scanning process, the words "science, science, science activity, science applications, scientific process skills, scientific inquiry, scientific thinking, teaching interventions, STEM education, environmental education, meta-analysis in early childhood" were used as keywords. In this direction, a total of 695 studies were reached. Co-copies, those that were made with age groups other than early childhood, those that were not based on the experimental method, those that were based on the experimental method but did not have a control group, those that did not include appropriate statistical data, those that examined science practices with systematic literature review or meta-analysis method, those that did not statistically show the effect of science practices on children Excluding the studies, 19 studies meeting the determined criteria were included in the study for analysis. The Comprehensive Meta-Analysis (CMA) program was used in the analysis of the quantitative data obtained within the scope of meta-analysis. Within the scope of systematic review, the obtained qualitative data were analyzed by inductive content analysis method. In the meta-analysis, Hedges'g value was calculated according to the fixed effect model and random effect model of the studies. The effect sizes obtained were calculated as 0,674, the effect size of science activities on children in all dimensions in the early childhood period, and 0,725 on children's cognitive development. According to the Cohen (1988) classifications, the effect size reached; d>0.8 effect size is described as "large level", d=0.5 effect size as "medium level". Considering these results, it was seen that science activities in early childhood had a statistically significant effect on children's cognitive development. At the same time, the analysis of the qualitative data of the studies was carried out. When the findings are examined, it has been observed that the number of studies in the field of science education has increased in recent years, studies are mostly conducted with children aged 4-6 in the early period, and one of the most important outputs at the end of the studies is the development of scientific process skills in children. In recent years, there has been an increase in the number of studies on STEM education.