| Teaching and learning science during the early years | Mesut SAÇKES, Kathy Cabe TRUNDLE | 217–219 |
| Dramatic play as a means to explore and support preschool children’s thinking about thermal insulation | Anna ARMENI, Glykeria FRAGKIADAKI, Stella ZIOGA, Konstantinos RAVANIS | 220–234 |
| Portrait of early science education in majority dual language learner classrooms: Where do we start? | Brooke RUMPER, Elizabeth FRECETTE, Elica SHARIFNIA, Daryl B. GREENFIELD, Roberta Michnick GOLINKOFF, Kathy HIRSH PASEK | 235–266 |
| Science starts early: A literature review examining the influence of early childhood teachers’ perceptions of gender on teaching practices | Erin E. HAMEL | 267–288 |
| Preschoolers’ use and exploration of concepts related to scientific phenomena in preschool | Annika ÅKERBLOM, Kristina THORSHAG | 287–302 |
| Follow the leader: Child-led inquiries to develop science learning of young children | Pauline ROBERTS | 303–313 |
| Exploring relationships between playspaces, pedagogy, and preschoolers’ play-based science and engineering practices | Alison Riley MILLER, Lauren P. SAENZ | 314–337 |
| “How will you construct a pathway system?”: Microanalysis of teacher-child scientific conversations | Amanda S. HABER, Hannah PUTTRE, Maliki E. GHOSSAINY, Kathleen H. CORRİVEAU | 338–363 |
| Are preschoolers expected to learn difficult science constructs? A content analysis of U.S. standards | Ana OCASIO, Talia WALTZER, Camilla CAUDY, Heidi KLOOS | 364–390 |