Science is everywhere and even we interact with science every day. Science is divided into six dimensions, namely concepts, applications of concept, processes, scientific attitudes, creativity and the nature of science. This study aimed to describe and analyze how science learning in early childhood is based on the six dimensions of science. This research is very important to do so that later it can be used as a reference in teaching science to early childhood as a whole, which includes six dimensions of science. This research is classified as descriptive qualitative research. The method used was literature review. Data analysis was performed using content analysis techniques. The results of the study stated that six-dimensional science-based learning can be carried out in early childhood but is still limited to concrete, contextual and fun concepts and only covers five of the six dimensions of science. The role of parents as primary and first educators is very vital in six-dimensional science-based learning in early childhood, namely as a motivator, facilitator and developer of science learning
