THE ROLE OF THE STEAM PROGRAM IN IDENTIFYING GIFTEDNESS IN CHILDREN AGED 5–7

This article examines how integrated Science, Technology, Engineering, Arts and Mathematics (STEAM) activities can support the early identification of diverse manifestations of giftedness among children aged five to seven. Using a narrative review of Uzbek preschool education policy and pedagogical literature, the paper develops an observation-based identification framework rather than claiming results from an unperformed experiment. The proposed framework links inquiry, construction, artistic representation, quantitative reasoning and collaboration to observable behaviors and repeated evidence across tasks. A four-stage implementation model, a practical observation rubric and safeguards against linguistic, socioeconomic and developmental bias are presented. The analysis suggests that STEAM can broaden opportunities for noticing emerging strengths, but it cannot by itself establish a psychometric diagnosis of giftedness. Identification should combine portfolios, repeated observations, family input and specialist assessment where appropriate.