The teaching - learning of natural sciences in elementary education level is a research field of great interest to national and regional level. In this sense, this paper seeks to explain certain trends (partial results) that have emerged as a result of the review of the previous records collected in the master's thesis, which addresses the problem of initial training teachers of elementary school that teach natural sciences. In relation to this issue we have found such aspects as: lacks in the curricula and syllabus of the degrees in early childhood education, the need to include issues related to the nature of science in the curricula of initial and continuing training of early childhood educators; influence of beliefs and conceptions of teachers when teaching science, insufficient spaces dedicated to training in science education, unfavorable attitudes toward science and its teaching. Taking into account this prospect, we seek to socialize the partial results of the review of the previous records from three categories that frame the central aspects of the issue subject of the thesis of which this paper is derived. These categories are: initial training of early childhood educators in science; studies related to the nature of science in early childhood educators and Pedagogical Content Knowledge of Sciences for Early Childhood Educators. This will attempt to contribute towards the construction of an overview of the challenges and current perspectives on this subject.