Having in mind the great interest of the child early and preschool age to questions and problems that belong to the field of science, it is necessary to provide the opportunity for the development of the child's natural understanding and knowledge at the very beginning of his institutional education. As part of the early and pre-school education one is considering to introduce certain natural contents, such as physics and chemistry, at an early age and to postpone the implementation of the same to the school-age child. This raises the important question of whether there is a way to arouse children's interest at early and pre-school age to start researching scientific phenomena in different areas of natural science during the early educational development. Freedom of choice of methodological approach in the implementation of natural contents with children of early and preschool age contributes to the dynamism, diversity and interesting educational work, which indicates the importance of the creative efforts of educators at networking methods and his methodical culture in creating a successful modern educator practice. Resorting to the treasury of methodical forms of work, emphasizes the importance of the experiment as a source of experiential knowledge of natural science content. The expperiment in the focus point of kindergarten educational context favors children to approach successfully to natural science and get answers to questions or solution to the problem by offering free exploration of natural content, things and phenomena in their environment. Research and experience of children in early and pre-school age and their early introduction to natural science phenomena contributes to the development of natural competence and create a foundation for later understanding of natural history content for further development of the child in the school educational context. The aim of this study was to examine the research interests of children of early and preschool age for the natural sciences of physics and chemistry, and stress the importance of the experiment as a methodical forms of work in the implementation of natural content in these areas. The survey results indicate a strong spontaneous research interest of children to natural sciences of physics and chemistry. Empirical research pedagogical reality in direct work with children is evident readiness of children in research activities, which is considered the main argument for the introduction of Natural literacy in the field of physics and chemistry in the early and pre-school education. Understanding natural content that children explore favors children's dependence on their own experience and learning about the world independent research, without the intervention of the educator as a transmitter of knowledge.