Abstract: Strengthening science education and reinforcing the cultivation of core competencies are key links in implementing the strategy of building a strong educational nation and constructing a high-quality education system. The cultivation of scientific literacy must be grounded from the early childhood stage. Currently, however, kindergarten science activity curricula are unsatisfied, thus hardly being capable of cultivating scientific literacy for all. The root cause lies in the outdated logic of kindergarten science activity curricula and multiple realistic gaps between this logic and contemporary talent demands as are mainly manifested as the hindrance of traditional educational knowledge views on children’s subjectivity, the suppression of teacher-centered practice views on children’s innovative abilities, and the constraint of exam-oriented evaluation views on children’s individual development. To bridge such realistic gap, the logic of kindergarten science activity curricula urgently needs to be reconstructed. Specifically, the curriculum creation logic takes constructivist views of knowledge as its theoretical basis; the curriculum practice logic takes experiential naturalism as its philosophical guide; the curriculum evaluation logic follows humanistic development views as its normative standard. To implement these logical shifts, integrated STEAM curriculum goals and content across multiple domains should be created, a child-centered STEAM curriculum practice model should be constructed, and a diversified STEAM curriculum evaluation framework should be established, thus driving the overall innovation of kindergarten science activity curricula from concept to practice.

Key words: STEAM education concept, kindergarten science activities, curriculum logic, STEAM curriculum