A powerful way to improve children’s learning is by engaging in science talk. However, many preschool teachers are reluctant to talk about science with their young students.

Researchers from Nebraska and Brazil launched Preschool Science Talk in Action and Reflection (PreSTAR), which uses professional development strategies to promote reflective practice in science teaching and learning. The study aimed to better understand preschool science learning and teaching, and specifically how early childhood professionals can intentionally reflect on their own practices to enhance children’s learning and development.