Progress in science and technology today is growing at an incredible rate and is making changes in the world in which we live. That is why it is important to prepare a child of the 21st century for the future that will bring faster changes and advances in science and technology. Institutions of an early and preschool education are trying to keep pace with rapid changes in providing and ensuring the opportunity for children to develop skills, competencies and knowledge needed for modern childhood. Guided by the fact that children are born scientists, implementing STEM education in institutions of early and preschool education should be unquestionable. Beyond the acronym are hidden science, technology, engineering and mathematics. A well-planned and customized development activities in this area have a number of advantages for development aspects of a child's early and preschool age, such as: the ability of critical thinking, problem solving, development of self-confidence, collaborative work and research. This work shows through review of existing theory and research the STEM and activities that support inquiry learning in the field of science, technology, engineering and mathematics. The aim of the research is to understand how children perceive a problem, make decisions and conclusions by carrying out activities in the mentioned areas. The study is based on observations of children´s reactions, their involvement and perception of the activities.