Abstract
This paper presents a literature review on the effectiveness of the STEAM approach in the development of spatial thinking in junior high school students. The STEAM approach, which integrates science, technology, engineering, art and maths, has become a subject of interest in education due to its potential ability to stimulate the development of various cognitive skills. Spatial thinking, important for understanding three-dimensional objects and the relationships between them, plays a key role in learning STEM subjects and everyday life. The aim of the research is to study the peculiarities of spatial thinking development in younger schoolchildren, to identify the key stages of cognitive process formation, and to find out the factors influencing its effective development at an early age. This review analyses the results of studies demonstrating the influence of the STEAM approach on spatial thinking in primary school children. Various methods of applying the STEAM approach in the learning process and their effectiveness are discussed, and directions for future research in this area are highlighted. The findings highlight the importance of implementing STEAM education in primary grades to foster the development of spatial thinking in young learners. The article is of value for teachers, psychologists and parents, providing information about key aspects of spatial thinking development in younger schoolchildren, can be used to optimise educational programmes and develop personalised teaching methods.