The area of self-regulated learning of natural science content in preschool is a current topic in the modern approach to early and preschool education. The aim of this paper was to anticipate a systematic review of the literature and an insight into recent work on this topic over the last 5 years. The results of 15 papers from different databases show that STEM is frequently mentioned in early and preschool education is often mentioned and is a very important area that should be included from the children´s earliest years. The objectives of the found papers found focus on the interpretation of STEM in early childhood education and on certain general concepts related to the teaching of natural science content, as well as certain methods and child – centred ways of translating STEM topics into everyday activities. There are also some examples of good practice that suggest that the experimental method and the project work method are considered effective didactic methods of teaching and researching early childhood and preschool children. Mathematical concepts, physical changes, chemical changes as well as programming can be easily incorporated into the segments of early and preschool education and encourage children to explore these phenomena through experiential learning. In all of this, a competent educator plays an important role, who should be professionally trained and enable children to develop their self-regulated learning skills in this way. The analyzed papers contribute to the understanding of contemporary views on the child developing curiosity and other skills and abilities through active participation in science activities through an interdisciplinary and holistic approach.