Under the background of a strong country in education and science and technology, the importance of science education is increasingly prominent. As an important goal of science education, the nature of science helps students better understand scientific knowledge, develop scientific thinking, and enhance curiosity and imagination. Teaching the nature of science in early childhood is crucial to ensuring that students have an accurate understanding of the nature of science. However, the survey results show that the overall development level of kindergarten graduates' understanding of the nature of science is low, and there are regional and school differences in China. Schools in the western region and schools with weak conditions are in a relatively vulnerable position. Besides, the survey results of kindergarten teachers also reveal that kindergarten teachers themselves have a poor understanding of the nature of science, and a serious lack of understanding of the importance of the nature of science. Based on this, this study proposes a multi-level framework for promoting the understanding of the nature of science in early education. At the macro level, it advocates for the early implementation of relevant educational practices and the optimization of resource allocation. the meso level, the focus shifts to institutional empowerment and ecological development, aiming to enhance science teachers' comprehension and appreciation of the nature of science, foster an open, diverse, and inclusive environment for exploration, and establish a coherent science education system bridging kindergarten and primary school. At the micro level, the emphasis is placed on the internalization of teaching practices and interactive pedagogies. Through modalities such as hands-on experiments, scientific dialogue, and home-school collaboration, the framework seeks to advance young children's grasp of the fundamental understanding of the nature of science.