Background: Children begin foundational learning in early childhood that sets the stage for later learning and academic success. Research regarding engineering in early childhood is limited yet growing. Purpose: Because interest in engineering in early childhood is growing, this article reviews research regarding interactions, materials, and activities that promote prekindergarten children's engineering thinking, and in turn how this engineering thinking is related to developmental outcomes. Scope/Method: The initial search for papers with relevant keywords returned over 2,000 papers. Upon review, 27 papers pertained to children age five or under and to engineering. The following research questions were addressed: What (a) interactions and (b) materials and activities promote prekindergarten children's engineering thinking? What developmental outcomes are related to children's engineering thinking? Conclusions: The small body of research regarding engineering thinking in prekindergarten children only allows for a few limited conclusions. Specifically, results indicate that children display engineering thinking when actively engaged with materials, adults are better able to facilitate engineering thinking if they have received some guidance on both engineering principles and asking children questions, and children's engineering thinking can promote early math skills and possibly social and emotional development. However, a consistent limitation in the literature is that measures are underdeveloped and their psychometric properties are often unestablished.