‘How many toes has a newt?’ Science in the early years

Rich in first-hand explorations, science in the early years can be seen asone of the most dynamic areas of the early years curriculum. The intention of this chapter is to consider some of the factors that can support the development of secure scientific concepts and process skills in young children. The desirability of accessing and building upon existing ideas and understandings will be discussed, together with some practical implications of this approach. In addition, the aim of the chapter is to endorse the value of both real and imaginary contexts in promoting learning as they encourage children to see both purpose in their activities and usefulness in their new-found knowledge and capabilities.