with children. It clarifies the myriad details of planning and discussion and documentation that can enable young children and their teachers to re-create, in developmentally appropriate ways, what scientists really do."
—Elizabeth Jones, faculty, Human Development, Pacific Oaks College, coauthor of Emergent Curriculum and The Play's the Thing

"Teachers walked away from the workshops feeling confident that they could implement the curriculum, and they left excited, too. Science was always weak in our program. In fact, it rarely occurred. But now you can see science everywhere."
—Tina Heily, EPIC Head Start, Yakima, WA

"The teachers really enjoyed the workshops. Looking at science like this is new for them and I feel that their excitement transferred to the classroom which, in turn, made the children more interested and excitedóboth boys and girls."
—Minoo V., Cisco Systems Bright Horizons, Milipitas, CA

"I found it really easy to follow. Everything was very clear. Anybody could use it. The teachers didn't lose interest. They really like the hands-on parts, and they were very engaged in the reflective discussions."
—Elaine Woo, Seattle Public Schools

"I see evidence of teachers applying what they learned during the workshops. Teachers are writing down children's observations. The children dictate, I noticed wonder."
—Julie Cross-Steele, Museum School, Fort Worth, TX

"These materials were very,very helpful. As the instructor, I knew just what to do."
—Cindy Addis, Thompson Early Childhood Center, Seattle, WA

"When I read through the workshops, they looked so good, I decided we needed to do them all!"
"—Mindy Barbakoff, Childspace Day Care Center, Philadelphia, PA