Lloyd, EvaEdmonds, CaseyDowns, CelonyCrutchley, RebeccaPaffard, Fran2025-02-262025-02-262018-08-29Lloyd, E., Edmonds, C., Downs, C., Crutchley, R., & Paffard, F. (2018). Talking everyday science to very young children: a study involving parents and practitioners within an early childhood centre. In M. Watts & A. Silby (Eds.), Early Years Science Education: A Contemporary Look (pp. 66-82). Routledge.978113833702210.4324/9780429442698-7http://hdl.handle.net/10034/629271This is an Accepted Manuscript of a book chapter published by Routledge in [Early Years Science Education: A Contemporary Look] on [29/08/2018], available online: https://www.routledge.com/Early-Years-Science-Education-A-Contemporary-Look/Watts-Silby/p/book/9780367586751The acquisition of everyday scientific concepts by 3–6-year-old children attending early childhood institutions has been widely studied. In contrast, research on science learning processes among younger children is less extensive. This paper reports on findings from an exploratory empirical study undertaken in a ‘stay and play’ service used by parents with children aged 0–3 and located within an East London early childhood centre. The research team collaborated with practitioners to deliver a programme of activities aimed at encouraging parents’ confidence in their own ability to support emergent scientific thinking among their young children. The programme generated children’s engagement and interest. Parents and practitioners reported increased confidence in their ability to promote young children’s natural curiosity at home and in early childhood provision. The authors see no reason for positing qualitative differences between the way children acquire scientific and other concepts in their earliest years.https://creativecommons.org/licenses/by-nc-nd/4.0/EducationEarly childhoodScienceBook chapter2025-02-25