ABSTRACT
This chapter focuses on a study exploring the teaching, learning and assessment of science with young children aged three to eight. Taking in settings across nine European countries the project provides insights into the connections between inquiry based science education and creative approaches in Early Years practice. The chapter also focuses on how teachers developed rich physical environments for scientific exploration often linked to children's interests and everyday events. Qualitative analysis was carried out in two phases. Initially data from fieldwork in each country was analysed by local research teams. Regular online sub group meetings were held for analytic triangulation with partners to ensure consistency of coding. The research reveals that in playful motivating and exploratory contexts, young children, often supported by their teacher, engage with resources, ask questions, collaborate and find and solve scientific problems.
