The purpose of this study was to analysis the trends and the concepts of contents in early childhood science curriculum and elementary science textbooks. The subject were 710 science-related activities(Kindergarten 348 activities, Elementary School 362 activities). The analysis criteria was constructed basis of a review of US Science Education Benchmark and the related literature by this researcher. The results of the analysis are displayed in terms of both the frequency and the percentage. The result showed that physical sciences and life sciences were the most frequently presented in early childhood science curriculum and elementary science textbooks. However, the history of science and the nature of science were relatively infrequent in the content areas mentioned above. To be more specific, the concepts related to physical science were largely introduced in third, fourth, fifth, and sixth grade levels. The life science field was presented in K-I and –II, the first grade, and the second grade. The earth and space sciences were presented in first and second grade, and the science technology were presented at the K-I level. Moreover, the individual and social perspectives on science were occasionally mentioned, except for second grade. Both the history of science and the nature of science were introduced in the K-II, third, fourth, fifth, and the sixth grade levels; however, the limited information on the contents were presented. This result implied several ideas based on theories to connect the science curriculum of kindergarten and elementary school.