Daycare Science Exploration Guide 2026: Early Science Learning
Complete guide to science at daycare in 2026. How young children explore science, what to look for in programs, and fostering curiosity at home.
Young children are natural scientists. Quality daycare programs nurture curiosity and exploration, building the foundation for scientific thinking through hands-on discovery.
Table of Contents
How Young Children Learn Science
Natural Scientists
| Quality | How It Shows | |---------|--------------| | Curiosity | "Why?" questions | | Observation | Noticing details | | Experimentation | Trying things | | Persistence | Trying again | | Wonder | Amazement |
Science Process Skills
| Skill | Child Example | |-------|---------------| | Observing | Looking closely at bugs | | Comparing | Big and small leaves | | Predicting | What will happen if...? | | Experimenting | Mixing colors | | Communicating | Telling what they found |
Learning Through Exploration
| Method | Science Learning | |--------|------------------| | Sensory play | Properties of matter | | Outdoor time | Nature observation | | Water play | Physics concepts | | Building | Engineering | | Gardening | Life science |
Science by Age
Infants
| Exploration | Science | |-------------|---------| | Dropping things | Gravity | | Cause and effect | Actions have results | | Sensory exploration | Properties | | Watching movement | Physics |
Toddlers
| Activity | Science | |----------|---------| | Water play | Volume, flow | | Sand play | Properties | | Nature walks | Observation | | Mixing paints | Color science | | Playing with ramps | Motion |
Preschoolers
| Topic | Activities | |-------|------------| | Living things | Plants, animals | | Weather | Observing, predicting | | Physical science | Magnets, ramps | | Nature | Collecting, examining | | Simple machines | Wheels, levers |
Pre-K
| Concept | Exploration | |---------|-------------| | Life cycles | Growing plants, butterflies | | Earth science | Rocks, water cycle | | Physical science | Float/sink, magnets | | Scientific method | Simple experiments | | Technology | Simple machines |
What Quality Programs Do
Science Environment
| Feature | Purpose | |---------|---------| | Nature table | Specimens to explore | | Science center | Materials for experiments | | Outdoor time | Nature exploration | | Living things | Plants, class pet | | Discovery tools | Magnifiers, scales |
Teacher Practices
| Practice | Impact | |----------|--------| | Ask open questions | Promotes thinking | | Follow child interest | Engagement | | Document learning | Makes it visible | | Model curiosity | Shows wonder | | Provide materials | Supports exploration |
Integration Throughout Day
| Time | Science Opportunity | |------|---------------------| | Outdoor play | Nature observation | | Meals | Food science | | Water table | Physics | | Art | Chemistry of materials | | Circle time | Experiments, discussions |
Questions to Ask
About Science Learning
| Question | Listen For | |----------|-----------| | How do you teach science? | Exploration-based | | What science materials do you have? | Hands-on tools | | Do you have outdoor time? | Nature access | | How do you follow interests? | Child-led discovery |
Quality Indicators
| Good Sign | Meaning | |-----------|---------| | Nature in classroom | Living things, specimens | | Outdoor exploration | Regular, extended | | Open-ended questions | Promotes thinking | | Child curiosity valued | Questions welcomed | | Documentation | Learning made visible |
Science Topics for Young Children
Living Things
| Topic | Activities | |-------|------------| | Plants | Growing, observing | | Animals | Class pet, nature | | Insects | Bug observation | | Life cycles | Butterflies, seeds | | Habitats | Animal homes |
Physical Science
| Topic | Exploration | |-------|-------------| | Properties | Texture, weight | | Motion | Ramps, balls | | Magnets | Attract, repel | | Sound | Instruments, vibration | | Light | Shadows, colors |
Earth Science
| Topic | Activities | |-------|------------| | Weather | Daily observation | | Seasons | Changes in nature | | Water | States of matter | | Rocks | Collecting, sorting | | Soil | Digging, exploring |
Supporting Science at Home
Everyday Science
| Moment | Science Talk | |--------|--------------| | Cooking | "Watch it melt" | | Bath | "Does this float?" | | Garden | "The seed is growing" | | Walk | "Look at that bird" | | Rain | "Where does water go?" |
Simple Experiments
| Experiment | Materials | |------------|-----------| | Sink/float | Water, objects | | Color mixing | Paint, water | | Magnet exploration | Magnets, objects | | Plant growing | Seeds, soil, water | | Ice melting | Ice cubes, timer |
Encouraging Curiosity
| Practice | How | |----------|-----| | Answer questions | Or explore together | | Wonder aloud | "I wonder why..." | | Look things up | Model learning | | Go outside | Nature is everywhere | | Provide materials | Tools for discovery |
Science Mindset
Fostering Wonder
| Approach | Impact | |----------|--------| | Value questions | Curiosity matters | | "I don't know, let's find out" | Model learning | | Celebrate discovery | Excitement | | Accept mistakes | Learning opportunity | | Take time | No rush |
Process Over Product
| Focus | Meaning | |-------|---------| | Exploration | Not "right answers" | | Trying | Not succeeding | | Questioning | Not knowing | | Discovery | Not memorizing |
Resources
Last updated: December 2025