Does the inclusion of science content and skills in preschool curricula matter?

Abstract

This study investigated the potential relations between the level of science content in early learning curricula and science achievement scores in fourth grade. A multilevel analysis of data from the 2015 Trends in International Mathematics and Science Study (TIMSS), involving 180,651 participants, revealed a long-term relationship between science learning opportunities in preschool and higher science achievement by fourth grade. The findings of this study suggest that science content coverage in preschool, and possibly the related early science learning experiences associated with it, might not be consequential for children’s later science achievement, particularly for boys, in countries with high science content coverage. High-quality elementary science learning opportunities might offset a lack of early science learning opportunities.