The main objective of this research was to analyze the STEAM as a learning practice that promotes protagonism, as well as its contributions in Early Childhood Education. This reflection aims to point out some innovative theories and/or teaching methodologies that contribute to the insertion of STEAM in the action with young children (aged four to five years and eleven months) to create experiences that contemplate them entirely, where they can have a voice and turn, in order to understand whether child protagonism is being opportunistic.