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.

Science learning occurs in many places other than formal educational settings. These are called informal learning experiences. Such places are called informal learning environments and include 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 learning in informal learning environments, 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 educators/teachers acknowledging and using children’s and families’ funds of knowledge in developing science learning experiences.

Children attempt to make sense of, and to understand, the various phenomena and experiences they have. This is science in its purest and simplest sense – children gaining an understanding of the world around them. Children’s understandings are based on the range of interactions they have and the cognitive development of ‘key understandings (concepts)’ that help to explain the phenomena, at least to them. The Early Years Learning Framework (DEEWR, 2009, p. 12) indicates that it draws from a range of perspectives from early childhood developmental theory and knowledge about how children learn, which are then used to develop the Principles and Practices. There are many theories about how children (and adults) learn science and the factors that affect learning in young children. This chapter describes and discusses accepted theories of children’s development and the range of influences that impact science learning.