From the reviews: "As there is so little available on the topic of science during the preschool years, the authors have made a successful attempt to fill the gap with this title. This book, which combines practical work for students and teachers, will be useful for all those who work in the early childhood sector as teachers or teacher educators. ... I would recommend this study to both teachers in practice and also student teachers. ... A sure sign that there is plenty to gather from this text." (Sujatha Gomathinayagam, hekupu.ac.nz, Vol. 3 (2), March, 2013)

• Foreword.- 1. Learning, Development, and Cultural-Historical Activity Theory.- PART I: THE BEGINNINGS OF HIGHER ORDER PSYCHOLOGICAL FUNCTIONS.- 2. The Origins of Reading – Science Texts.- 3. The Genesis of Conceptual Categories.- PART II: RETHINKING YOUNG CHILDREN’S ENGAGEMENT IN SCIENCE.- 4. Engaging Children in Collective Curriculum Design.- 5. Margin|Center.- 6. Darkness|Light.- PART III: TEACHER PREPARATION AND CURRICULUM DEVELOPMENT.- 7. Creating the Potential for Learning in Early Childhood Education.- 8. Preparing Teachers for Early Childhood Science Teaching.- 9. Magnifying Effects with LIGHT.- Epilogue.-   10. Valuing Children’s Early Science Experiences.- References.- Index.

From the reviews: "As there is so little available on the topic of science during the preschool years, the authors have made a successful attempt to fill the gap with this title. This book, which combines practical work for students and teachers, will be useful for all those who work in the early childhood sector as teachers or teacher educators. ... I would recommend this study to both teachers in practice and also student teachers. ... A sure sign that there is plenty to gather from this text." (Sujatha Gomathinayagam, hekupu.ac.nz, Vol. 3 (2), March, 2013)

• Foreword.- 1. Learning, Development, and Cultural-Historical Activity Theory.- PART I: THE BEGINNINGS OF HIGHER ORDER PSYCHOLOGICAL FUNCTIONS.- 2. The Origins of Reading – Science Texts.- 3. The Genesis of Conceptual Categories.- PART II: RETHINKING YOUNG CHILDREN’S ENGAGEMENT IN SCIENCE.- 4. Engaging Children in Collective Curriculum Design.- 5. Margin|Center.- 6. Darkness|Light.- PART III: TEACHER PREPARATION AND CURRICULUM DEVELOPMENT.- 7. Creating the Potential for Learning in Early Childhood Education.- 8. Preparing Teachers for Early Childhood Science Teaching.- 9. Magnifying Effects with LIGHT.- Epilogue.-   10. Valuing Children’s Early Science Experiences.- References.- Index.

From the reviews: "As there is so little available on the topic of science during the preschool years, the authors have made a successful attempt to fill the gap with this title. This book, which combines practical work for students and teachers, will be useful for all those who work in the early childhood sector as teachers or teacher educators. ... I would recommend this study to both teachers in practice and also student teachers. ... A sure sign that there is plenty to gather from this text." (Sujatha Gomathinayagam, hekupu.ac.nz, Vol. 3 (2), March, 2013)

• Foreword.- 1. Learning, Development, and Cultural-Historical Activity Theory.- PART I: THE BEGINNINGS OF HIGHER ORDER PSYCHOLOGICAL FUNCTIONS.- 2. The Origins of Reading – Science Texts.- 3. The Genesis of Conceptual Categories.- PART II: RETHINKING YOUNG CHILDREN’S ENGAGEMENT IN SCIENCE.- 4. Engaging Children in Collective Curriculum Design.- 5. Margin|Center.- 6. Darkness|Light.- PART III: TEACHER PREPARATION AND CURRICULUM DEVELOPMENT.- 7. Creating the Potential for Learning in Early Childhood Education.- 8. Preparing Teachers for Early Childhood Science Teaching.- 9. Magnifying Effects with LIGHT.- Epilogue.-   10. Valuing Children’s Early Science Experiences.- References.- Index.