This contribution explores the perceptions that families hold regarding science education during the Early Childhood Education (ECE) stage, with particular attention to the role of gender, socioeconomic status, and parental background in shaping children’s STEM identity. Grounded in current educational trends that emphasize early STEM engagement, the research analyzes the attitudes, expectations, and perceived roles of families in fostering science learning among children aged 3 to 6.

The study recovered 52 answers from parents related to their children enrolled in ECE (Albacete, Spain). A custom questionnaire drawing on frameworks by validated instruments assessed five key dimensions: Parental Involvement (PI), Parental Self-Efficacy, Parental Values, Parental Expectations of Child, and Parental Cost. Additionally, a visual STEM identity scale was employed to evaluate both parental self-identification with science and the scientific identity they attributed to their children. The instrument also included open-ended questions on perceptions about science education and how to improve it in early years.

Findings reveal strong family support for early science education, citing its role in fostering critical thinking, curiosity, and engagement with the natural world. However, many parents expressed concerns about inadequate teacher training, limited use of exploratory methodologies, and insufficient collaboration between schools and families. Methodologically rigid approaches, such as reliance on worksheets, were cited as barriers to effective science learning in ECE settings.

In addition, the study identifies gender-based discrepancies in parental expectations: in the total sample, families reported statistically higher expectations for daughters in science-related domains. This pattern persisted among families with medium-high income and those without a scientific academic or professional background. Notably, when disaggregated by school type, statistically significant differences were observed only in families whose children attended semi-private schools. These families expressed higher scientific expectations for daughters than for sons, and a lower perceived cost of involvement in daughters' science education compared to that of sons. Conversely, among families whose children attended public schools, no significant gender-based differences were found in any of the dimensions analyzed. This contrast suggests that the type of educational institution may play a mediating role in how gendered expectations around science are constructed and expressed within the family context.

Interestingly, no significant differences emerged in the perceived scientific identity of sons versus daughters. However, there was a strong correlation between parents' self-declared scientific identity and the one they attributed to their children. This finding may underscore the transmission of attitudes and beliefs about science and highlights the formative influence of parental modeling.

In conclusion, the study underscores the critical role families play in shaping early scientific experiences and identities, while also pointing to persistent systemic challenges in ECE environments. Recommendations include enhancing teacher training in inquiry-based science methods, fostering stronger school-family partnerships, and addressing socioeconomic and gender disparities to support equitable STEM identity development from the earliest stages of education.

Keywords: Early years education, science education, science identity, family, gender.