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What happens in the early years science classroom?

SUMMARY The implementation of the science curriculum in kindergarten is reviewed in the light of data emerging from a recent evaluation study. The work explores the active classroom practices which early years teachers adopt when they introduce young children to science. Qualitative approaches have been employed in collecting and analyzing data. Observations of teaching activities in the kindergarten science classroom indicated a considerable gap between the proposed and the implemented curriculum and identified a number of factors that are not optimal. Findings confirm that early years teachers' “teaching” in science is in serious need of development. Implications of this study for curriculum development and teacher education are discussed and questions are raised concerning issues that may have influenced the way the outcomes of this study have been shaped and can lead to further research.