Early childhood science education: What is the challenge?

One of the challenges that young children's teachers in science education cope is to create a proper environment in classroom for children's learning. The article of Susan Kirch demonstrates that using science process skills, young students interact with each other, with teachers and through this interaction emerges a scientific ethos in the classroom community. In this commentary I make salient the tension experienced by the teacher in his/her task: to intensify the way the children spontaneously explores the environment and, at the same time, to lead them to a process of learning science process skills that allows them to think scientifically. For going deep in this tension, I discuss the appropriation/transformation dialect that arises between the children and adult's interactions.