Abstract

Recent research on brain development suggests that early childhood education has longitudinal
influences on children’s cognitive, socioemotional, and behavioral outcomes. The purpose of the study was to
determine the effects of kindergarten science activities and children’s early science and reading performances on their
elementary science achievement. A structural equation model was constructed utilizing data from the Early Childhood
Longitudinal Study-Kindergarten Class of 1998-99 (ECLS-K), conducted by National Center for Educational
Statistics. Results revealed positive effects of enriched science experiences and reading development in kindergarten
on children’s science achievement at third grade. Children who were more frequently involved in science activities in
a richer science environment in kindergarten had higher levels of science achievement at third grade.

Key words: Kindergarten, science achievement, activity-based curriculum