‘Trespass’ is a generic term encompassing a set of wrongs involving direct, and usually intentional, interference with either the person or property affected. There are three different forms of trespass actions: trespass to the person, trespass to land and trespass to goods (chattels).

These trespass actions create a number of fundamental common law rights protecting a plaintiff’s personal dignity, desire for autonomy, interests in the physical integrity of people’s body and the exclusive possession of land and goods. While the common aim of these forms of action is to protect the fundamental common law rights of a person, the ingredients of each tort are quite disparate.

This chapter first considers the historical origins of trespass, before discussing the trespass action. It then deals with the tort of ‘trespass to the person’ as well as three nominate torts under this form of action, before discussing remedies available for trespass to the person.

Chapter 4 discusses various theories of learning that have an impact on how EC professionals can work with young children. Theories about how children (and, indeed, adults) learn science and the factors that affect learning in young children are described. The relationship between everyday concepts and scientific concepts is distinguished. The place of affective factors in children’s learning is also described. Various case studies are presented to highlight aspects of children’s learning.

Chapter 12 provides insight into the large amount of science learning that can occur through informal experiences. Informal experiences relate to those that happen outside formal educational settings, such as family settings, museums, zoos and natural locations. As learning in these environments is free choice, children tend to be more motivated and interested in learning than in formal educational settings. This chapter describes the importance of informal experiences in the learning of science, the funds of knowledge that families share with their children, the rich and diverse cultural and linguistic science experiences that children bring to their educational settings, and the importance of the EC professional acknowledging and using children’s and families’ funds of knowledge in developing science learning experiences.

Chapter 15 highlights the role of an intentional, purposeful EC professional. It provides ideas and examples of how they can plan for and teach children through their individual and collective learning experiences. The chapter highlights the important place of verbal scaffolding and lesson planning. The components of a lesson plan are described and illustrated.

Chapter 5 links practice to theory with a discussion of the range of formal and informal teaching approaches that can be used with young children to enhance their science learning. It outlines the importance of such strategies as scaffolding and targeted explorations. Using illustrative case studies, attention is paid to process skills, guided discovery, the interactive approach, inquiry learning, problem-based learning and project-based learning. Whether through the processes of science, such as the development of observation, or through the skilful questioning of the EC professional, the approach used should enhance children’s science learning. The chapter includes a discussion on the importance of children’s prior knowledge in terms of the teaching and learning of science.

Chapter 6 introduces scientific inquiry in the early years. This chapter describes the inquiry-based approach to learning science, where children are actively involved in finding the answers to questions. The scientific inquiry process of identifying and posing questions; planning, conducting and reflecting on activities and investigations; processing, modelling and analysing data; evauluating evidence, and communicating findings is presented. The following science inquiry activities that can be used with young children are described: observation, observation and measurement over time, classification, skills activities, research activities, conducting a survey, exploration activities and fair test investigation. Various case studies demonstrate these activities.

Chapter 13 focuses on a growing interest in the value of children learning science in the natural environment. Considering a range of nature-based settings, this chapter highlights the benefits of the natural environment for children’s development and science learning. It presents ways in which young children can be provided with meaningful experiences that enhance their science and environmental understandings. Affordances for science learning through play that embrace ‘bush’ or ‘beach’ kindergarten time are described. This chapter also discusses how EC professionals can enhance children’s affinity with the natural setting through varied pedagogical approaches.

Chapter 14 explores the planning required for effective science teaching and learning. Whole-school or whole-centre planning and term planning are presented. The 5Es model (Engage, Explore, Explain, Elaborate and Evaluate) is introduced and demonstrated to illustrate the constructivist approach to developing science programs. Early learning centre planning is described, emphasising the importance of an emergent curriculum. The importance of planning a science-rich learning environment to support young children’s scientific learning is also noted.