ABSTRACT
Research in science in early childhood is an area that has not received much attention (Fleer, M., & Robbins, J. (2003). “Hit and run research” with “hit and miss” results in early childhood science education. Research in Science Education, 33, 405–431.) and it has been reported that early children teachers lack confidence in science teaching and have a weak knowledge base. This research paper arose as part of a professional development programme at a school in England in order to develop a common understanding of science as a process of enquiry rather than a body of knowledge. Through action research, staff observed and worked with the children to develop a framework of scientific enquiry based on the eight learning dispositions that form the basis of the school’s curriculum. The resulting framework of enquiry enabled staff to understand what is meant by scientific enquiry and know their role in promoting scientific thinking for the children.
