Science is integrated throughout Te Whāriki and is embedded in the concepts of learning dispositions and working theories; dispositions such as curiosity, persistence, and encouraging "scientific ways of thinking". Working theories include the natural, physical, spiritual, and material worlds. A rich curriculum for science is one that includes a te ao Māori world view.  

“Sources of mātauranga Māori include kaumātua and respected elders in the community, and children learn to respect and listen to their voices. Children learn "old" knowledge, handed down from generation to generation, and "new" knowledge in the form of working theories that are also useful for specific purposes.” (Kei Tuao te Pae  p.3) 

“Good scientists, like good artists, must let their minds roam playfully or they will not discover new facts, new patterns, new relationships.” (Kei Tua o te Pae  p. 3)

In today’s changing world, science seeks answers to issues that influence our daily lives. Drawing on the knowledge of the past enables a plan for the future. In many cultures, this is seen as a collective responsibility.  

The development of critical thinking, problem solving, and exploration skills gives tamariki the tools to think in scientific ways. For example, to observe, predict, investigate, theorise, test theories, and revisit. The role of kaiako is to empower tamariki to use these skills to think in scientific ways.  

Science learning is embedded within the everyday experiences of children’s lives. 

Intentional teaching strategies to support scientific learning have a focus on: 

• providing learning environments where inquiry is modelled 
• supporting children’s language 
• encouraging children to revisit and reflect on their learning. 

The role of the kaiako in offering science in the curriculum is multifaceted. Provocation is often a starting point for science learning. However, unless kaiako purposefully incorporate a science lens in their conversation that follows with children, science learning may not happen.  

Kaiako also use children’s interests as a starting point to engage them and build on them to deepen science learning. In early childhood, the main science focus is on the natural world, including the environment and sustainability. While these are appropriate areas for children to be learning through, this focus has the potential to narrow the view of science in the curriculum. There are many opportunities in children’s play and everyday experiences to explore the physical and material worlds.  

What is important is that kaiako achieve “a balance between teacher-led planned activities and child-initiated play activities in which teachers participate to extend children’s learning.” (Shining a Light on Science: Good Practice in Early Childhood Services, p.7-8) 

The Education Review Office (ERO) identified common points contributing to good practice in science in their report on good practice in science teaching and learning in English-medium early childhood education, (Shining a Light on Science: Good Practice in Early Childhood Service)

These common points include leaders who: 

• identify what learning is valued, supporting kaiako to promote that learning, and monitor that it is happening 
• are knowledgeable and/or enthusiastic about science 
• successfully lead evaluation for improvement. 

Kaiako who: 

• actively encourage parent and whānau relationships focused on their child’s learning  
• are responsive to children’s interests and, through intentional teaching practice, extend children’s learning  
• notice children’s interests, recognise the significance, and respond to the learning opportunity  
• provide a curriculum that has a breadth and depth of learning experiences that support and challenge learning  
• offer a curriculum that increasingly includes te reo, tikanga, and mātauranga Māori  
• respond to children’s questions and assist them to articulate and extend ideas  
• draw on community expertise and resources to enrich the curriculum.