Considering the challenges and the limits of the “knowledge society”, it is important to reorient education and, for this purpose, to favor learning processes more anchored in the community of life and which take into account the realities and ecosocial problems. Based on this premise, we present action research in the field of preschool science teaching-learning. This research has enabled us to develop a pedagogical approach that articulates four key elements : the identification of a phenomenon to be studied in the child’s living environment, the formulation of mediation questions that guide and stimulate the investigation. The establishment of an interdisciplinary dialogue and evaluation as a regulatory process.