ABSTRACT
Learning science begins with babies looking around, gradually acquiring manipulative skills they can use for a definite action and then play. Children learn their science as they learn about the phenomena in the world in which they live. Emergent scientists acquire the necessary basic concepts to enable them to become participant inquirers in science through active involvement with their everyday environment and the adults around them. The three categories of early science interactions are: spontaneous and unprompted experience; partnership experience; and structured learning experience. In these three types of early science opportunities the vocabulary used and the form of dialogue are of paramount importance. Recognition of the different types of questions that may be used is invaluable, as well as recognising the very basic idea that the learner is exploring and the further scientific knowledge and understanding such an investigation can lead to, but without telling the child.
