This article presents findings from a doctoral study which examined the ways teaching teams in six New Zealand early childhood education (ECE) centres fostered and supported young children's scientific experiences. The focus of this article is the pedagogical practice of using provocations to facilitate scientific opportunities. The way provocations fostered science occurrences will be explored drawing on the experiences of teachers in two of the centres involved in the research. The article will discuss where the pedagogical approach of provocations originates and provide examples of how provocations can facilitate opportunities for investigations around scientific concepts.