Integrating Science and Sustainability in Early Childhood: Curriculum Design and Teacher-Reported Outcomes in the “Earlyscience” Program

Abstract

Integrating science and sustainability in early childhood requires curriculum connections that can be examined through evidence of children’s learning. This exploratory mixed-methods study examined how the EarlyScience Program connected science content with sustainability goals and what teachers’ assessments revealed during its implementation. The 38-week program was implemented in two kindergartens in Türkiye. The matched sample included 191 children in 10 classrooms organized into 3-, 4-, 5-, and 6-year age bands. Data comprised curriculum documents, a 22-item science observation form completed by teachers in October and June, and 371 open-ended teacher notes. The initial assessment occurred approximately five weeks after implementation began. Curriculum mapping identified connections to eight Sustainable Development Goals and 14 disciplinary core ideas; seven Goals recurred across multiple months. The mean scientific attitude subscale score increased from 12.11 to 14.10 on a 5–15 scale. Mean ratings of the societal importance of science increased from 2.29 to 2.74, with the proportion rated “Always” rising from 48.2% to 74.9%. Age-band patterns were non-monotonic, and classroom means varied widely. Lexically assisted coding identified more references to science processes and engagement in the final notes, but only one note concerning nature or environmental awareness. These descriptive findings neither establish program effects nor directly demonstrate sustainability learning; ratings and notes also shared the same teacher source. The study contributes a documented example of curriculum integration and highlights the need to align assessment with sustainability aims. Future evaluations should complement broad teacher ratings with concrete evidence of children’s explanations, decisions, and actions in relevant learning contexts.