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One of sustainable development target in education sector is to ensure that all girls and boys have access to quality early childhood development, care and preprimary education. The government must provide free and enforced preprimary education for at least one year with professional educators who can provide learning practices that can stimulate childrens development and accommodate the needs of sustainable development. One learning practices that meets those criteria is through science learning. This paper aims to portray factual conditions associated to achieve SDG targets. Four teachers from four different kindergartens in Tasikmalaya were selected to participate in this study. Data was collected by semi structured interviewed, and observation. The findings prove that the quantity of children participation in early childhood education has increased, but the supply of human resource has not well adjusted yet. The consequence teachers that involve in ECE do not have criteria of professionalism. Even the teachers who have professionalism criteria still face the problem in implementing the good quality learning especially in science. As teachers are a critical circumstance for guaranteeing quality education, teachers should be empowered, given training hat are equitable, sufficiently recruited and paid, professionally qualified, and sustained within well-resourced.