Examines one preschooler's conversation with author to determine what concepts educators consider "difficult" for this age group. Finds that concepts such as "infinity" and "negative numbers," typically avoided by primary educators, were brought into view in the task-based conversations. Argues that individual…

Examines science education in the United Kingdom for young children with special needs in science, and the theoretical underpinnings to children's early scientific experiences. Discusses methods of identifying young children with scientific aptitude. Examines use of children's early descriptions and explanations as emergent theorizing and use of…