Understanding the Delivery of Science Education in Preschool Settings: A Qualitative Study of Domestic Kindergarten Teachers’ Practices

This article primarily examines the delivery mode and implementation of science education in Chinese kindergartens. The study employs a qualitative research approach, utilizing in-depth interviews with two kindergarten teachers from China. The researcher meticulously recorded and transcribed each interview using a semi-structured format. The interview questions focused on the teachers’ comprehension of science education, knowledge of science learning objectives, and their execution of science education within kindergartens. Through these interviews, this study aims to comprehend the current state of science education in kindergartens while exploring challenges and issues faced by kindergarten teachers in this field. Furthermore, this study specifically investigates whether imaginative play is included in the kindergarten science curriculum. Although limited by a small sample size and scope, the findings obtained from this study hold significant reference value for comprehending methods and strategies employed in Chinese kindergarten science education.