This book showcases a case study of the development of a generalist early childhood education
(ECE) teacher into a confident and competent teacher of science in early childhood with support
from a mentor. It argues that with guided mentoring and later timely support of a mentor as
and when required ECE teachers can deliver the curriculum teach science by providing
opportunities to explore and then build on children's interest through intentionally planned
activities dialogue and discourse. It presents a comprehensive literature review and research
design including theoretical frames and methodology. It includes a chapter on teacher
development and discusses different approaches to science investigations practiced by the
teacher in the case study. The book provides evidence of children's science learning and
presents the findings as response to research questions. It also includes a model of teaching
as inquiry in the context of early childhood education.
