School readiness is often defined as being at an expected developmental level across domains such as social and emotional, language and literacy, math, and science (Office of Head Start, 2015; Washington State Department of Early Learning, 2012; Teaching Strategies, 2001). Suppose children start without the foundation and identity in early science (Heckman, Pinto, Savelyev, 2015). In that case, we miss out on the opportunity to establish essential and meaningful links between the young child's prior knowledge through personal experience and emerging readiness skills (Carver, 2001; Bjorklund, 2005; Stromholt & Bell, 2017). The National Association for the Education of Young Children (NAEYC) holds that children need high-quality learning experiences to learn essential content and science principles. Scientific reasoning in preschool-age children includes: (1) scientific inquiry and (2) reasoning and problem-solving (Head Start Early Learning Outcomes Framework, 2015). Children's understanding of the world around them is one of the strongest predictors for later science learning and reading and a significant predictor of mathematics (Grissmer, Grimm, Aiyer, Murrah, & Steele, 2010). Children's opportunities with science exploration in their early years mark significant developmental gains and better understand scientific concepts later in life (Peterson & French, 2008; Eshach & Fried, 2005). For example, young children engage in science inquiry with clay work, fishing, farming, weaving, and computing (NRC, 2012, Stromholt & Bell, 2017). However, young children, primarily from nondominant communities, do not have the educator support to understand their exploration as science (Greenfield, Jirout, Dominguez, Greenberg, Maier, & Fuccillo, 2009). It is no longer sufficient to provide access; instead, all children need high-quality early care and education (Barnett, Carolan, Squires, Clarke Brown, Horowirz, 2015; Bassok & Friedman-Krauss, 2016). Monitoring, rating, and communication are essential components to ensure high-quality care and education is accessible for all children. One approach is implementing a Quality Rating and Improvement System (QRIS) to enhance the education quality and care children receive (Vandell & Wolfe 2000). In brief, the logic model that undergirds the QRIS is this: Quality assessments inform Quality Ratings, and Quality Ratings provide information and direction for Quality Improvement, and, finally, improved quality optimizes child outcomes and school readiness (Mitchell, 2005; Zellman & Perlman, 2008; Zellman & Karoly, 2012). In this study, ECERS-3 Item 22 Nature/science and Prek CLASS[R] instructional support evaluate how well an educator supports a child's emerging scientific reasoning (i.e., Greenfield et al., 2009; Center of the Developing Child, 2014; Office of Head Start, 2015; Washington State Department of Early Learning, 2012). However, while quality assessment standards evaluate and monitor the quality of education children receive, research does not discuss how LatinX educator-led classrooms fare (i.e., Hestenes, Rucker, Wang, Mims, Hestenes & Cassidy, 2019; Garvis, Sheridan, Williams & Mellgren, 2017; Early, Sideris, Neitzel, LaForett, & Nehler, 2018; Burchinal, Garber, Foster, Bratsch-Hines, Franco & Peisner-Feinberg, 2021; Hindman & Wasik, 2013). I believe LatinX educators are cultural wealth experts because of their lived experiences (Bang 2016; Rogoff, 2003; Barajas-Lopez & Bang, 2018; Espinosa, 2010; Gonzalez, Moll, & Amanti, 2005; Yosso, 2005). A reason can be that assessments do not measure a nuanced dimension of quality that reflects cultural differences (Burchinal & Cryer, 2003; Buell, Han & Vukelich, 2016); results are aggregated at the educator level. This study seeks to fill this literature gap by focusing on LatinX educator-led classrooms (Rosendahl, Zanella, Rist, & Weigelt, 2015). This study has three primary objectives: (1) through early science education, explore nuances in quality standards to determine the extent to which there is a global dimension of quality reflected in very different types of practices that reflect cultural differences, (2) review the literature on preschool educators' experiences and perspectives of early science education, and (3) situate on LatinX early childhood education educators' experiences and perspectives about early science education. Results indicate, for the most part, LatinX educator-led classrooms with at least an adequate quality score (3 or above) in ECERS-3 Item 22 Nature/science had higher instructional support (IS) mean score on the PreK CLASS. Interestingly, LatinX educator-led classrooms' primary language did not influence quality standard scores in this small sample. Moreover, LatinX educator-led classrooms (3 out of 5) following a High Scope curriculum did not meet an adequate score (score of 3). Fidelity to the curriculum influences quality care and education (Maier, Greenfield, Bulotsky-Shearer, 2013; Pendergast et al., 2017). It is important to note that fidelity of curriculum was not measured in this data set. Recent research indicates that educators' education levels showed significant differences in ECERS-3 scores (Hestenes et al., 2019). Hestenes and colleagues (2019) show ECERS-3 Item 22 Nature/science (n = 1063, M = 2.54, SD = 1.17), in comparison, LatinX educator-led classrooms fared (n = 9, M = 3.22, SD = 1.72). In this study's population, LatinX educators scores varied with their level of education: Associates (n = 1, M = 2.00, min = 2.00), Bachelors (n = 7, M = 2.67, SD = 0.60, min = 1.00, max = 4.00), and Masters (n = 1, M = 7, min = 7.00). The sample size limits the study; however, findings show a pattern of high-quality growth as educators attain higher education achievement. In my study, LatinX educators did not link their values, celebrations, and daily lived experiences, like cooking tortillas, as part of scientific reasoning and doing. Furthermore, they describe a need for professional development to be specific to their needs and wants. In other words, higher education degrees may not be the only pathway to enhance knowledge and practice. These findings contribute to future research efforts and implications for QRIS policy and practice by studying the following broad questions: 1) To what extent do the instruments ECERS-3 and PreK CLASS capture cultural perspectives and quality aspects of LatinX educator-led classrooms? 2) What do ECERS-3 and PreK CLASS quality measures capture about science teaching in LatinX educator-led classrooms? 3) How do LatinX educators understand and discuss their early science teaching? [The dissertation citations contained here are published with the permission of ProQuest LLC. 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