Chapter 3 introduces the reader to the Australian Curriculum: Science (Version 9), starting with a brief outline of the history of the Australian Curriculum. The three curriculum strands of Science Understanding, Science as Human Endeavour and Science Inquiry are described, along with how these could be woven together to provide a framework for developing experiential, connected and sequential science learning experiences for children in the early years. The seven general capabilities and three cross-curriculum priorities are presented, along with examples that relate to science in the early years. Case studies provide an insight into how the Australian Curriculum: Science can be implemented.

Chapter 1 starts with examples of typical child-instigated explorations in science, highlighting the importance of EC education as a whole and of developmental and cognitive psychology. This chapter describes children’s wonder and curiosity towards the world as it outlines what science looks like in the early years. As part of the definition of science, the chapter introduces conceptual, procedural and attitudinal science knowledge, and looks at how these relate to young children’s learning of science.

Chapter 11 focuses on EC STEM education. It describes what STEM looks like in EC settings and identifies ways in which STEM elements can be incorporated into children’s learning. The chapter describes how STEM-related play can enhance young children’s appreciation of the world and provides a range of examples that have potential for STEM learning. Digital tools and applications for STEM learning are featured in this chapter.

Chapter 9 highlights the importance of play in young children’s science learning. During playful events, children can explore, discover, investigate and experiment, thus promoting critical thinking and scientific inquiry. Play pedagogies that promote children’s learning through playful activities are discussed. Four case studies are presented to highlight how EC professionals can encourage children’s scientific exploration and thinking through play.

Chapter 8 provides insight into science learning that incorporates Indigenous Australian science knowledge and the roles of both culture and Indigenous Australian Ways of Doing. Social protocols, which underpin Indigenous Australian Knowledge, particularly in science, are discussed to provide background to non-Indigenous EC professionals. This chapter describes principles and strategies for EC professionals to embed Indigenous science into their settings. Cases of how practitioners have done this in various settings are presented.

Chapter 7 presents an introduction and overview of inclusive teaching within the context of science in the early years. Inclusive teaching is about proactive, intentional and purposeful decisions being made by the EC professional to allow all students to reach their full potential. Inclusive practices, such as differentiation and the Universal Design for Learning framework, are described. Case studies are presented that provide opportunities to identify inclusive practices in science teaching and learning.

Chapter 10 explores how young children’s science identity can be enhanced when thoughtful pedagogy is provided by the EC professional. The first part of this chapter presents the definitions of science identity and pedagogy, followed by an exploration of the relationship between EC professional beliefs and what they teach. The second half of the chapter presents two case studies to illustrate pedagogical practices associated with the learning and teaching of science with young children, using play as a medium, in order to enhance their science identity.

Finally, Chapter 17 refers to an important aspect of the role of any EC professional – ongoing professional learning. This chapter discusses reflective practice and critical reflection as a means of ensuring that EC professionals review and monitor their own practice and understand how this practice affects children’s learning outcomes. Tools such as reflective journals and professional portfolios are discussed. The theoretical aspects of EC professionals’ pedagogical content knowledge, content knowledge and pedagogical knowledge are explored.

Chapter 2 provides the reader with an overview of the policy landscape and the documents that are influential in EC science provision. Attention is focused on Australia’s national curriculum framework for early childhood professionals – Belonging, Being and Becoming: The Early Years Learning Framework for Australia (AGDE, 2022). The relevance of the EYLF in relation to teaching science in the early years is explained, concluding with the identification of science outcomes for children within the framework. The relevance of the EYLF in relation to teaching science in the early years is explained, concluding with the identification of science outcomes for children within the framework. The voices of EC professionals are highlighted to illustrate how those working in the field are engaging with the framework.

Chapter 16 presents information on how EC professionals observe, assess and document science learning. EC professionals use evidence to determine what children know and understand, and base this on a process of observation (how children explore and interact within their environment), anecdotal note-taking, journal entries, checklists and folios of children’s work. The chapter describes strategies associated with the assessment of learning in science as outlined in the EYLF and the Australian Curriculum: Science. The information in this chapter is supported by case studies of EC professional practice.

Welcome to the fifth edition of Science in Early Childhood. Who would have thought we would have come so far since the inception and publication of this book back in 2012? Or that science education in early childhood (EC) would have moved forward so much? This new edition retains the essential elements of science learning and teaching that inform and guide pre-service teachers and EC professionals, while addressing the latest version (Version 2) of Belonging, Being and Becoming: The Early Years Learning Framework for Australia (EYLF) (AGDE, 2022) and Version 9 of the Australian Curriculum: Science (ACARA, 2023). Recognising the importance of shared knowledge, we have some new co-authors to bring fresh ideas and to mentor through the process of writing chapters.