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One of the Sustainable Development Goals (SDG) in the education sector is to ensure children have an access to quality early childhood development, care, and pre-primary education. The government must provide free and compulsory pre-primary education for at least one year with professional educators who can provide learning practices that can stimulate children development and accommodate the needs of sustainable developments. One of the learning practices that meets those criteria is science learning. This paper aims to portray factual conditions associated with achieving the SDG. Four teachers from four different kindergartens in Tasikmalaya were selected to participate in this study. Data were collected by using semistructured interviews and observations. The finding showed that the quantity of children participating in early childhood education has increased, but availability of human resource has not fulfilled. The teachers that involved in ECE do not have criteria of professionalism. Even the professional teachers face problems in implementing good quality learning, especially in science learning. Additionally, teachers are a critical element for guaranteeing quality education who should be empowered, given equitable training and payment to be professional.

Science Learning Quality to Promote Sustainable Development in Early Childhood Education: A Case Study of Teachers in Tasikmalaya