Continuity between pedagogical approaches in prior-to-school and school teaching can be beneficial for an early start of education (OECD, 2017). In this study we use Legitimation Code Theory (Maton, 2020) as an analytical framework to explore science teaching continuity in terms of science-specific knowledge and discourse across three Swedish early years school forms: preschool (ages 1-5), preschool-class (age 6) and primary school, grade 1-3 (ages 7-9). The following research questions are in focus: 1) in what ways do activities and verbal teacher-student interactions, at each educational setting, move between degrees of context-dependent meaning (SG, the level of abstraction) and complexity and condensation of meaning (semantic density, SD) and 2) in what ways do semantic profiles vary, or align within and across Early Childhood educational settings? In our material, based on classroom observations, we identified three different types of semantic profiles: 1) the fragmented flatline, 2) the escalator, and 3) the semantic wave. The preschools demonstrated all three profiles. Preschool-class and primary school science teaching showed profiles of both the escalator and semantic wave. Points of concern in relation to a vision of a continuity in science education across EC school forms will be discussed.