The present study is part of the EU-Fp7 project SECURE. The research question in the present study is: How is the current Swedish MST curriculum for preschool implemented by the teachers, and perceived by the 5-year old learners?

The introduction of a revised preschool curriculum in 2011 has given MST a prominent place in Swedish preschool, and may be intended by the authorities to change the weak positions and declining trends in the PISA and TIMSS surveys for Swedish school children. The new teaching task seems to be highly appreciated by the preschool teachers. However, the curriculum is quite ambitious, and a major concern is how the implementation will be done. The concept of ”emergent science” is discussed in order to induce positive attitudes towards MST.

In this study, semi-structured interviews with teachers in 15 Swedish preschools are the main source of information combined with some interviews with learners and photographic materials. The method for the analysis uses a category system of which results from some of the categories are reported.

The preschool teachers are aware of the new role as teachers rather than just child minders. The revised curriculum seems to increase the self-confidence for MST of the learners as well as the teachers. The teachers say that the learners are interested in MST and that it is a case of catching opportunities, which may lead to emergent science. The 5-year old learners confirm that they like the activities related to MST.

Working with hypotheses and storyline activities is shown as an example how emergent science can be promoted in 5-year old children. Activities connected to ”emerging science” have been common in Swedish preschools for some time, but after the implementation of the revised curriculum teachers also verbalize this for themselves and the learners.