This Master’s paper sought to showcase and address the issue of the presence of STEM in pre-school children. STEM as an additional programme in pre-schools is not mandatory but was spe-cifically created as a workshop.In view of the fact that STEM is a relatively new scientific field, mainly in the pre-school education system, there were little theoretical starting points, but they were sufficient to create some of its own views on the system as a whole. In addition to the rele-vant literature review, which provides an overview of all the sources used that have helped to better develop the selected topic, the concept of STEM is explained in a general way at the ou-tset through each of its individual components. This is followed by an explanation of the use of STEM in pre-school age and the specificisation of STEM workshops for early and early childho-od children, and practical examples of child-targeted tasks, tailored to children’s age and oppor-tunities, have been given for a better understanding. In addition to the theoretical presentation of individual programme components, the focus was also on individual workshops that are being carried out in Croatia. I also consider the education and education of teachers as STEM wor-kshops in early childhood education to be of the utmost importance in the propaganda of STEM. There are still gaps that hinder interest in STEM in children and adults, as I have addressed in a single chapter. At the end of this work, attention is paid to STEM programmes implemented throughout Croatia, and to the involvement of parents as an important item in the delivery of workshops. Ultimately, developing children’s scientific thinking in this type of workshop contri-butes to the development of essential skills for 21st century children.