The purpose of this study is to identify research trends from 2011 to 2020 through bibliometric mapping and content analysis of articles on the use of technology in early childhood science education. Articles published between 2011 and 2020, identified through the Web of Science database, constituted the data for the research. For bibliometric mapping and content analysis, this study accessed a total of 47 articles that met the inclusion criteria for science education, early childhood, and technology. The results revealed that the number of articles has increased over the years; that academic achievement, identifying the teaching environment features, and determining teacher experiences were the most examined variables; and that STEM hands-on activities, robotics-programming, and ICT tools such as tablets and computers have been the most- popular technology types. The studies on the use of technology in ECSE are at a developmental stage. Future studies may focus on different variables such as cognitive issues, collaborative activities, and interactions, and on various new technologies such as coding, augmented reality, digital apps, web 2.0, and e-portfolio. They may also focus on increasing the competence of pre-service teachers in the use of new technologies for pedagogical purposes.