The purpose of this study was to examine the early childhood science education practices of kindergarten teachers with constructive perspectives. Six kindergarten teachers teaching constructive early childhood science education(CECSE) with the experience of taking CECSE related classes were examined through interview, observation, and video recording. The study showed that kindergarten teachers with constructive perspective put an
emphasis on the term ‘interest’ and developed their class around it. The study also showed that even though the teachers were aware that plenty of time was necessary for the young children to concentrate on the ‘experiment,’ they did not allow enough time in real practice. Nonetheless, classrooms with constructivist kindergarten teachers showed development and ‘collaboration’ through teacher-child, child-child, and child-physical environment interactions.