Resumen
This article serves as a critical approach to both the emergence and the identity formation of Early Childhood Science Education (ECSE) as a new scientific field, consolidated within the association of certain research divisions of Early Childhood Education, various branches of Psychology dealing with learning, and of Science Education. Consequently, we present research trends, orientations, and currents in ECSE, such as the study of children?s mental representations, the development of teaching activities, teachers? perspectives, the preparation of teaching materials, scientific skills, diversity and inclusive education, the influence of the family, etc. Finally, we formulate some concluding remarks on research perspectives and the epistemological formation of ECSE.