"Much of science learning takes place informally during everyday routines, including playing with blocks, listening to sounds, taking care of personal hygiene, observing plants, caring for pets, and preparing food. When children play, they engage in scientific thinking, because children observe, explore, predict, classify, identify, and interpret," write Cathy Meredith and Satomi Izumi-Taylor, in one of eight articles included in the newest Exchange Essentials collection: "Science Learning in the Early Years."

In another article in the collection, Kelly K. Twibell and Diane Harkins quote Conezio and French (2002) as they shine light on the adult’s role in early science learning:
"'Real science begins with childhood curiosity, which leads to discovery and exploration with teachers' help and encouragement… Young children, like scientists, need to practice the process skills of predicting, observing, classifying, hypothesizing, experimenting, and communicating.' Our role then is to plan and prepare for such scientific inquiry; place less emphasis on the facts and more emphasis on wonder."

This practical, joyful collection of articles offer strategies for infusing early childhood environments and activities with mathematical thinking, through inquiry-based projects and real world exploration.

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