This study underscores the considerable potential of integrating ScratchJr into Early Childhood Science Education (ECSE), particularly within the context of Greek pre-service early childhood teacher (ECT) training. The findings illustrate how pre-service ECTs engage with ScratchJr to design science-oriented learning activities, highlighting the pedagogical value of structured, tutorial-based approaches alongside more creative formats such as storytelling and game-based learning. These instructional trends reflect a combination of goal-directed teaching methods and interactive, narrative-driven strategies. Although participants exhibited varied levels of programming proficiency, a substantial number demonstrated strong competence in using ScratchJr, indicating increased confidence in employing visual programming. Through the development of curriculum-aligned projects, pre-service ECTs enhanced both their scientific content knowledge and digital literacy. In alignment with the Technology Acceptance Model (TAM), the study revealed high levels of perceived usefulness and ease of use among pre-service ECTs, further supporting their intention to adopt ScratchJr in their future teaching practices. Ultimately, the study advocates for the integration of visual programming environments in ECTs education programs to cultivate a generation of technologically adept educators capable of fostering scientific inquiry and innovation in early childhood classrooms.