Young children develop science knowledge as they observe and act on the world, asking questions, making predictions, testing those predictions, and reflecting on their experiences. This book offers guidance in integrating inquiry-based science into the early childhood curriculum, focusing on content and providing examples of the work of children and teachers from a variety of early childhood settings, including Head Start, kindergarten, day care, and preschool programs. Part 1 of the book provides an overview of important characteristics of a high-quality science program for children ages 3 to 5 and some of the important tasks teachers perform to make it a reality. Part 2 concerns the content of science education for young children and begins with a chapter on inquiry, describing the important skills, ways of thinking, and attitudes that are at the heart of scientific understanding and at the core of an effective early childhood science program. Chapters follow on life, physical, earth, and space sciences. Each of these four chapters begins with an overview of the science concepts and ideas that should guide the development of science curriculum for young children, followed by composite stories drawn from early childhood classrooms that illustrate critical aspects of science content and science teaching. Each story is accompanied by a commentary highlighting particular teaching strategies and child learning. Part 3 of the book includes questions that practitioners frequently ask about inquiry-based science in early childhood classrooms, including the relative importance of science content versus science inquiry skills, the role of child-initiated activity and children's play, and the place of science in a curriculum focused on literacy, mathematics, and social skills. (KB)