Abstract
This study explored how a proposed unit based on the STEM approach affected the development of some basic science processes among kindergarteners in Makkah Al-Mukarramah. The descriptive-analytical method was thus employed, followed by an experimental approach with semi-experimental design for one group of children. The study tools included an image test for basic science operations. Furthermore, supportive materials were established, consisting of a proposed unit based on the STEM approach that included a teacher's guide and activities for children. The study tools were tested for validity and reliability, with applications before and after among a sample of 30 children (girls and boys) from Al-Ma'ali kindergarten in Makkah during the first semester of 1443. The most important findings were as follows: there were statistically significant differences between the average scores of children in the pre- and postapplications for testing basic science operations. As all t-test values for scientific operations were statistically significant at the <0.05 level, these differences were in the direction of application in the dimension with a higher arithmetic mean. In light of this evidence, several recommendations and proposals are offered. First, the results emphasized the usefulness of the STEM approach at the kindergarten stage, as this positively affected the development of basic science processes for kindergarten children. Second, this study recommends holding training sessions for kindergarten supervisors and teachers to introduce the STEM approach, its significance, and ways to apply it in the daily kindergarten program. Finally, this study highlights the need for additional research on the effectiveness of the STEM approach in the development of many different variables, including problem-solving skills, creative thinking, and 21(st)-century skills among kindergarten children.