Fostering scientific curiosity in the early years: New research reveals the power of hands-on learning in under-resourced ECEC settings

A recent study from India has highlighted the transformative potential of early science education for children aged four to six. The research offers valuable insights for ECEC professionals globally, particularly in contexts where access to resources is limited.

A growing body of international research underscores the importance of introducing science in the early years of a child’s development. A newly published study from Telangana, India, offers compelling evidence that structured, age-appropriate science experiences can significantly enhance engagement, vocabulary, and conceptual understanding among children in early childhood education and care (ECEC) settings.

Conducted in government-run Anganwadi centres serving underprivileged communities, the research involved 60 children aged four to six years. Over the course of the intervention, trained early childhood teachers facilitated seven hands-on science experiments covering foundational concepts such as weight, sound, air, and light.

Teachers, many of whom lacked formal science training but had extensive classroom experience, were provided with low-cost, reusable science kits and participated in targeted training. The experiments were designed to align with India’s National Curriculum Framework for the Foundational Stage, which emphasises play-based and inquiry-driven learning.

Using Behavioural Observation Research Interactive Software (BORIS), researchers video-analysed the children’s engagement. Results showed consistently high levels of interest and participation. Children demonstrated understanding through verbal responses, gestures, curiosity, and the use of science vocabulary. For example, more than 75 per cent of the experiment time involved children actively answering questions, while smiling, clapping, and hand gestures reflected positive emotional engagement.

The study also reaffirmed the importance of teacher facilitation. Educators guided exploration through consistent dialogue, modelling, and scaffolding approaches aligned with sociocultural and constructivist theories of learning.

The implications for the broader ECEC sector are clear: science can be introduced in early learning environments, including those with limited infrastructure. The key lies in intentional design, teacher capacity building, and embedding science within play-based pedagogies.

While the study was specific to the Indian context, its relevance is global. In Australia, for example, the Early Years Learning Framework (EYLF V2.0) highlights children’s natural disposition for inquiry and the role of educators in extending scientific thinking. As this study demonstrates, high-quality science learning is not dependent on high-tech equipment or specialist knowledge, but on meaningful interactions and opportunities to explore.

With increasing emphasis on STEM education and equity in the early years, this research offers an evidence-based reminder: fostering curiosity doesn’t need to be complicated—just supported, intentional and embedded in everyday practice.

This article is based on open access research by Sowmya and Rani (2025), published in Scientific Reports under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 Licence. The original article can be accessed here.