Abstract Book of the 10th World Conference on Teaching and Education
Year: 2026
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STEAM-Based Teaching Practices in Preschool and Primary Education with the Poly-Universe Game FamilyEdith Debrenti, Andrea Bordás, Miklós Hoffmann
ABSTRACT:
The Early-Poly project aims to strengthen STEAM education in preschool and primary school settings by integrating the Poly-Universe game family into educational practice. The project introduces learners to geometric shapes, colours, sizes, and diverse applications of the game while promoting interdisciplinary, play-based learning experiences. It seeks to provide innovative methodological support for educators working with children aged 3–10, as early STEAM experiences contribute to creativity, problem-solving skills, and positive learning attitudes.
A needs analysis survey was conducted among 101 kindergarten and primary school teachers across four European countries represented by the project partners (Finland, France, Hungary, and Romania) to explore the use of manipulative teaching tools and perceived needs related to STEAM education. The findings showed that manipulatives are widely used in preschool and lower primary education, while educators expressed a strong need for methodological resources supporting STEAM implementation. Teachers from Eastern European countries considered tangible teaching tools more important than their Western European counterparts, while no significant gender differences were found in children’s preferences for manipulative tools or attitudes towards STEAM education. Participants also emphasized the importance of facilitating the transition from preschool to primary school through developmentally appropriate, play-based methodologies and highlighted the role of the arts in promoting integrated STEAM learning.
Approximately two-fifths of respondents had already used Poly-Universe and considered the toolkit highly suitable for both formal and non-formal educational settings. Teachers’ perceptions of learning environments varied significantly with children’s age, with greater emphasis on non-formal settings for younger children and on both settings for older children.
The findings suggest that the Poly-Universe game family provides an effective framework for interdisciplinary STEAM education, supporting mathematical thinking and 21st-century competencies. The Early-Poly project demonstrates the potential of the toolkit as a practical and scalable framework supporting continuity between preschool and primary STEAM education.
Keywords: STEAM, preschool and primary education, Poly-Universe, game-based learning, mathematics education