This article examines the current state of early childhood education in China, focusing on the high expectations placed on preschool teachers due to cultural traditions, the importance of STEM (Science, Technology, Engineering, and Mathematics) education, and the challenges faced by teachers in effectively teaching STEM subjects. The research highlights the significant pressures on teachers to be infallible and the need for professional development to enhance their efficacy in STEM education. The study also explores contemporary early STEM education practices and policies in China, emphasizing the importance of inquiry-based learning and integrated curriculum to foster young children’s curiosity and cognitive development.