Curiosity is an important social-emotional process underlying early learning. Our previous work found a positive association between higher curiosity and higher academic achievement at kindergarten, with a greater magnitude of benefit for children with socioeconomic disadvantage. Because characteristics of the early caregiving and physical environment impact the processes that underlie early learning, we sought to examine early environmental experiences associated with early childhood curiosity, in hopes of identifying modifiable contexts that may promote its expression. Methods: Using data from a nationally representative sample of 4,750 children from the United States, this study examined the association of multi-level ecological contexts (i.e., neighborhood safety, parenting quality, home environment, and center-based preschool enrollment) on early childhood curiosity at kindergarten, and tested for moderation by socioeconomic status. (author abstract)