Social Science and Human Research Bulletin

Curriculum design plays a pivotal role in shaping young children’s science learning experiences and is often conceptualized as both the integration of children’s diverse learning experiences and the tangible manifestation of the meanings they construct through learning. From this perspective, the content and design of science curricula implemented in early childhood settings warrant careful attention. The ways in which teachers design these curricula have a profound impact on learning outcomes. Grounding curriculum design in sound and developmentally appropriate educational principles enhances the likelihood of achieving broader educational objectives. Accordingly, this study aims to examine the core principles that early childhood teachers should consider when designing science education curricula. By adhering to these principles, teachers are expected to develop curricula that closely align with children’s interests and everyday life experiences, thereby fostering developmentally appropriate learning opportunities. Such curricula not only support children’s cognitive growth but also promote affective and social development, contributing to the holistic development of young learners. Based on this framework, the present study identifies three key principles of early childhood science curriculum design: (1) Experience-Based approaches to science learning in early childhood; (2) Emphasizing exploration and hands-on constructivist approaches; (3) Curriculum design for enhancing young children’s thinking skills; and (4) Integrating multiple teaching strategies in the design of science activities for young children. Through examining these principles, this study seeks to contribute to the improvement of young children’s scientific literacy and to provide practical guidance for early childhood teachers in designing meaningful and developmentally appropriate science learning experiences.

curriculum design, science, young children

1. Alatalo, T., &Westlund, B. (2021). Preschool teachers’ perceptions about read-alouds as a means to support children’s early literacy and language development. Journal of Early Childhood Literacy, 21(3), 413-435. https://doi.org/10.1177/1468798419852136
2. Balakrishnan, B. (2022). Exploring the impact of design thinking tool among design undergrad uates: A study on creative skills and motivation to think creatively. International Journal of Technology & Design Education, 32(3), 1799–1812. https://doi.org/10.1007/s10798-021-09652-y 
3. Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
4. Dewey, J. (1938). Experience and education. Macmillan.
5. Dewey, J. (1966). Democracy and education: An introduction to the philosophy of education. Free Press. (Original work published 1916)
6. Dilek, H., Tasdemir, A., Konca, A.S. & Baltaci, S. (2020). Preschool children’s science motivation and process skills during inquiry-based STEM activities. Journal of Education in Science, Environment and Health (JESEH), 6(2), 92-104. https://doi.org/10.21891/jeseh.673901
7. Fleer, M. (2019). Children’s early learning and development: Cultural-historical concepts in play-based pedagogy. Cambridge University Press. https://doi.org/10.1017/9781108345328
8. Hamilton, D. (1989). Towards a Theory of Schooling. London: Falmer
9. Jackson, P. W. (1968). Life in Classrooms. New York: Holt, Rinehart and Wilson.
10. Kerr, J. (1968). Changing the Curriculum. London: University of London Press.
11. Lin, J. C., & Shih, Y. H. (2025). Teaching philosophy for children’s learning: Inspiration from the Winnetka Plan. International Journal of Social Sciences and Artistic Innovations, 5(4), 8-16. https://doi.org/10.35745/ijssai2025v05.04.0017
12. Mayer, A. E. (1950). The development of education in the twentieth century. New York：Englewood Cliffs. 
13. Murray, J. (2022). Young children’s curriculum experiences. International Journal of Early Years Education, 30(4), 627–633. https://doi.org/10.1080/09669760.2022.2149092
14. National Association for the Education of Young Children (2025). Effective curriculum: Designing and implementing meaningful learning for every child. https://www.naeyc.org/resources/pubs/yc/summer2025/effective-curriculum
15. O’Connor, G., Fragkiadaki, G., Fleer, M., & Rai, P. (2021). Early childhood science education from 0 to 6: A literature review. Education Sciences, 11(4), 178. https://doi.org/10.3390/educsci11040178
16. Petersen, M .R., Ahrenkiel, L., Jørgensen, H. H. (2025). The S’ence of Early Childhood Science: Learning Science from Different Approaches. In: Earle, S., Preston, C., Georgiou, H., Fitzgerald, A. (eds) Primary Science Learning for Children, Teachers, and Communities. Springer, Singapore. https://doi.org/10.1007/978-981-95-0561-6_2
17. Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
18. Shih, Y. H. (2025a). Early childhood science education: A reflection. International Journal of Latest Research in Humanities and Social Science, 8(6), 242–244. 
19. Shih, Y. H. (2025b). Early childhood creativity education: Theoretical foundations and play-based practical strategies for educational renewal. International Journal of Latest Research in Humanities and Social Science, 8(6), 245–247.
20. Shih, Y. H. (2025c). Exploring the theoretical foundations of preschool STEM education: A constructivist perspective. RA Journal of Applied Research, 11(06), 507–510. https://doi.org/10.47191/rajar/v11i6.10
21. Shih, Y. H. (2025d). The nature and examples of science games for young children International Journal of Latest Research in Humanities and Social Science, 8(7), 119–121.
22. Shih, Y. H., Aslam, M. Z., Pang, PC-I., & Manditereza, B. (2025). Implications of creativity for early childhood science education. RA Journal of Applied Research, 11(8), 685-688. 
23. Shih, Y. H., & Juan, C. Y. (2026). Science, creativity, and young children: A reflective perspective. Social Science and Human Research Bulletin, 3(1), 102-106.
24. The Education Hub (2019). How children learn: Principles to underpin curriculum design. https://theeducationhub.org.nz/how-children-learn-principles-to-underpin-curriculum-design/
25. Tibble, J. W. (1966). The study of education. London：Routledge and Kegan Paul.
26. Zeeshan Mehdi (2025). Curriculum Design for Early Childhood: Foundations and Best Practices. https://eceuniversity.com/blogs/curriculum-design-for-early-childhood/
27. Zhang, H., & Chow, J. T. W. (2022). A literature review of the early childhood education: Developmentally appropriate practices (DAP) & strategies. International Journal of Sciences: Basic and Applied Research (IJSBAR), 62(2), 249-264. https://www.gssrr.org/JournalOfBasicAndApplied/article/view/14127