The purpose of this study is to examine a meaning of maker education in early childhood science education and to introduce the maker education as a new method of early childhood science education. The research contents for achieving the objective of this study include, first, a consideration on a relationship between maker education and constructivism, second, a relationship between maker education and STEAM, and third, meaning of maker education and early childhood science education. The result of research is first, the maker education and constructivism both emphasize children's direct experience with a specific object using their five senses and share the same philosophy of child centered perspective. Second, as maker education fundamentally shares identical theory and system with STEM and STEAM. STEAM can be accomplished through ‘Maker’ activity, which is composed of a creative problem solving, interest fulfillment, self-realization, mutual cooperation and sharing information. Third, nourishing scientific literacy of children by let them discover, utilize and enjoy science through their daily lives is an important perspective of early child education as wells as an approach of maker education. Therefore, it is timely to utilize maker education as an approach for early childhood science education activity as it stresses the process in which young children explore, experiment and invent their own question or inquiry and proceed with solving a problem with making what is necessary rather than learning a simple scientific concept or principle starting from their childhood.