Scientific literacy begins already in early and preschool education institutions and should be developed throughout the entire course of their education, but many children already in primary schools show an aversion to the STEM field or consider that they do not have enough knowledge about these fields. Also, it is not only children who show an aversion to science: educators often refuse to carry out research activities related to science, technology, engineering and mathematics due to their beliefs, implicit pedagogies, lack of skills and knowledge. The aim of this thesis is to provide a systematic overview of works dealing with scientific literacy and STEM in early and preschool education, which were found in the ERIC search database. The reviewed works were published in the period from 2019 to 2023. Fifteen papers were found that entered the systematic review according to the inclusion and exclusion criteria. A detailed look at the literature leads to the conclusion that various STEM activities can be carried out in early and preschool education institutions and that educators need to be open to learning new skills, gaining knowledge and be ready to change their beliefs. It is also necessary to provide educators with additional education, professional development programs and exchange of experience so that science is present in preschool institutions everyday.