Our research delves into the critical perspectives and holistic understandings surrounding the integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) education in early childhood education for deaf and hard of hearing (DHH) students. The primary objective of the paper is to construct theoretical/model frameworks that synthesizes existing literature, shedding light on challenges and trends of STEAM pedagogy for educators working with younger DHH learners. Critical perspectives play a fundamental role in reshaping deaf education within STEAM fields. By challenging conventional beliefs and biases, educators can create inclusive learning environments that empower DHH students to excel academically and creatively. This proposed paper highlights the importance of holistic perspectives, critical insights, and evidence-based practices in advancing STEAM education for DHH students in early childhood settings. By embracing these frameworks, early childhood educators, service providers, and specialists can effectively address challenges, leverage strengths, and create inclusive learning environments that empower DHH learners to thrive linguistically, academically and creatively within the landscape of STEAM education.