Introduction

Early childhood is a critical developmental period when children rapidly acquire cognitive, social, emotional, and language skills that shape their lifelong learning trajectories. Neuroscientific research shows that more than 85% of brain development occurs by the age of six, highlighting the importance of providing cognitively stimulating experiences during this period1. Within this context, science education in the early years plays a vital role in fostering curiosity, reasoning, problem-solving, and adaptability skills essential for lifelong learning and participation in a knowledge-based society.

From a developmental perspective, young children construct their understanding of the world through interaction, exploration, and play2. described the pre-operational stage (ages 2–7) as a period when children begin to think symbolically, though their reasoning often remains intuitive rather than logical3. sociocultural theory further emphasizes the importance of social interaction and guided participation, where teachers and peers scaffold children’s learning within the Zone of Proximal Development. Together, these frameworks underscore the value of hands-on, teacher-facilitated exploration of natural phenomena in early childhood classrooms.

Emerging scholarship also points to the role of “interest development” as a mechanism for sustained engagement with science. According to4 Four-Phase Model, situational interest triggered by novel activities can be maintained through meaningful repetition and social support, gradually evolving into individual interest. Similarly, motivational perspectives such as Self-Determination Theory highlight that supporting autonomy, competence, and relatedness fosters intrinsic motivation and persistence5. These theoretical lenses suggest that early, developmentally appropriate science activities can both spark and sustain scientific curiosity among young learners.

Despite this potential, science is often underemphasized in early childhood curricula, particularly in contexts where it is perceived as abstract or too advanced for preschool learners6. However, recent research on guided play and inquiry-based pedagogy demonstrates that young children can meaningfully engage with scientific concepts when activities are designed to align with their developmental abilities and embedded in play7. Such approaches not only promote cognitive and conceptual growth but also contribute to inclusive learning environments by encouraging collaboration, communication, and equitable participation across genders and socio-economic groups8.

In the Indian context, the importance of experiential, play-based, and inquiry-driven learning is reinforced by the National Education Policy9 and the National Curriculum Framework for the Foundational Stage10, which highlight the need to cultivate curiosity, creativity, and scientific temper from the earliest years. Yet, empirical studies systematically evaluating structured science interventions in preschool classrooms remain limited.

Against this backdrop, the present study examines the emerging interest in science among 4–6-year-old children exposed to age-appropriate science experiments facilitated by early childhood teachers. The study was conducted in Anganwadi centers functioning under the Integrated Child Development Services (ICDS) scheme of the Government of India, which represents the primary system of early childhood care and education in rural and urban areas. Anganwadi centers cater to children aged 3–6 years, particularly from disadvantaged communities, and focus on providing nutrition, health services, and preschool education (Ministry of Women and Child Development, 2021). In Telangana State, these centers serve as the foundational platform for early learning, where teachers, though not formally trained in science, play a crucial role in introducing innovative practices. Given their reach and accessibility, Anganwadi centers therefore provide a critical setting to examine the potential of early science education interventions in India.

In India, early childhood education for children aged 3–6 years is guided by the National Curriculum Framework for Foundational Stage (NCF–FS, 2022), which integrates play-based and experiential learning across domains rather than dividing STEM into separate subjects. Science, mathematics, and technology are not taught as stand-alone disciplines at this level; instead, early exposure is provided through integrated themes, stories, and hands-on activities that encourage curiosity, problem-solving, and language development. The mandated medium of instruction in Anganwadi centers is typically the regional language, with English introduced gradually depending on state policy. Within this framework, the present study introduced age-appropriate science experiments aligned with NCF-FS goals of fostering exploration, inquiry, and early scientific temper among young learners.

By evaluating the effectiveness of these interventions, this research contributes to both theoretical and practical understandings of how scientific curiosity can be nurtured during the foundational years, with implications for early childhood pedagogy and long-term STEM engagement.

Theoretical framework

Constructivist and sociocultural foundations

This study is anchored in constructivist and sociocultural views of learning, which hold that young children actively build knowledge through interaction with materials, ideas, and more knowledgeable others. For ages 4–6, teacher-mediated exploration within each child’s Zone of Proximal Development (ZPD) is expected to scaffold higher forms of reasoning and language about phenomena, while peer interaction and classroom routines provide the social context for internalization of scientific practices.

Conceptual change in early science thinking

Preschoolers come with robust “naïve” theories (e.g., about living vs. non-living, motion, or causality) that can conflict with canonical science. Conceptual change research shows these early ideas are coherent enough to guide prediction and explanation, yet often require gradual restructuring as children encounter counter-evidence and alternative models. In science learning, change may involve revising beliefs, reorganizing mental models, or shifting across ontological categories (e.g., treating processes rather than entities as the causal unit), which helps explain why hands-on, repeated engagements are important. The present research design (iterative, teacher-guided investigations) targets this gradual, supported re-representation.

Interest development as a mechanism for engagement and persistence

The study adopts the four-phase model of interest development. Brief, well designed activities can “trigger” situational interest; repeated, meaningful engagements and supportive talk help “maintain” it; over time, some children show an “emerging individual interest,” later consolidating into a “well-developed individual interest.” The intervention elements—novel phenomena, child-choice within activities, and teacher affective cognitive support are theorized levers that move interest from triggered to maintained phases during the program, laying foundations for individual interest.

Guided play and inquiry in the early years

Guided play and inquiry blends child-led exploration with adult-provided goals, prompts, and materials. Evidence indicates guided play produces learning gains comparable to or exceeding direct instruction for conceptual and vocabulary outcomes in the early years, while preserving the motivational benefits of play. In science specifically, adult guidance (posing testable questions, focusing on observable evidence, modelling language of practices) increases the likelihood that children notice causal relations rather than only perceptual features. The research, therefore position teachers as facilitators who shape children’s attention and talk during experiments, consistent with this literature.

Motivational support via Self-Determination Theory (SDT)

Sustained engagement in early science also depends on supporting children’s basic psychological needs for autonomy (choice and initiative), competence (clear goals, optimally challenging tasks with feedback), and relatedness (warm teacher–child interactions). When these needs are satisfied, intrinsic motivation and high-quality engagement increase. The intervention operationalizes SDT by offering choices (e.g., which materials to test), structuring tasks with achievable challenge, and emphasizing collaborative talk and joint attention.

Ecological and policy alignment (Indian ECE context)

Finally, the design aligns with India’s National Educational Policy (NEP, 2020) emphasis on play-based, experiential learning in the foundational stage, which encourages exploration, curiosity, and scientific temper through age-appropriate activities led by teachers. Situating the work within this ecological/policy frame underscores its relevance and scalability for 4–6-year-olds in Indian early childhood settings.

The theoretical grounding of this study is anchored in socio-constructivist perspectives, cognitive developmental theory, and the principles of inquiry-based learning, all of which emphasize that young children learn science most effectively through active exploration, guided interaction, and social collaboration. Neuroscientific evidence further reinforces the importance of stimulating scientific inquiry during the early years, when rapid brain development supports the integration of new knowledge and skills. Together, these frameworks justify the introduction of age-appropriate science experiments in early childhood, positioning them not merely as classroom activities but as essential opportunities for cultivating curiosity, reasoning, and foundational scientific literacy.

Literature review

The review of literature highlights the global emergence of interest in early childhood science education. It underscores the critical importance of introducing scientific concepts and inquiry skills during this formative period. Early Childhood Science Education (ECSE) is increasingly acknowledged as a cohesive research field emerging from the intersection of early childhood education, developmental psychology, and science education. The edited volume Early Childhood Science Education: Research Trends in Learning and Teaching11 synthesizes key thematic domains in this area, such as young children’s mental models of phenomena, the implementation and efficacy of science activities, representation strategies, and the role of teacher pedagogical expertise and inclusive practices.

Much of the international research within ECSE examines children’s intuitive representations of scientific phenomena and evaluates instructional designs aimed at eliciting conceptual change. For example, studies highlight that preschoolers often hold fragmented, context-dependent ideas about physical phenomena such as light as a property of objects or air as “nothing” and that well-structured interventions (e.g., guided experimentation, prediction–observation–explanation sequences, socio cognitive scaffolding) can significantly improve understanding. Further, more recent empirical studies and instructional frameworks expand ECSE’s scope to embrace issues of inclusion, teacher readiness, and sustainability. For instance, research on early STEM education underscores the importance of empowering preservice and in-service teachers with pedagogical content knowledge to deliver effective science lessons, especially in early years classrooms where teacher confidence often lags. Relatedly, sustainability oriented STEM initiatives in early childhood emphasize environmental agency through investigative, learner-centered science that fosters both conceptual understanding and a sense of responsibility toward the environment approach that resonates with embedding real-world phenomena into your science experiments.

Together, these strands of ECSE research validate the relevance and timeliness of your study. By embedding your intervention within this international framework—focusing on targeted phenomena (weight, sound, air, light), using conceptually grounded pedagogical designs, and addressing teacher facilitation and classroom implementation—you can more explicitly position your research within the current trends and gaps in ECSE. Doing so strengthens the connection between your research questions, the theoretical underpinnings, and the broader scholarly conversation about how early science experiences shape children’s conceptual growth, curiosity, and emerging scientific interest.

Physical-science phenomena (weight, sound, air, light) present rich opportunities for young children to develop core scientific ideas because these phenomena are observable in everyday life yet conceptually challenging (invisible properties, transduction of energy, etc.). Research in early childhood science education shows that children often hold context-dependent, fragmented ideas rather than fully formed “naïve theories,” and that carefully designed instructional sequences (predict–observe–explain, guided inquiry, socio cognitive scaffolding) can produce measurable conceptual change even in preschool years. The National Academies’ synthesis of research on K–8 science learning highlights that inquiry-like sequences with focused guidance foster deep understanding and conceptual change.

  • i. Weight (heavy/light)

Preschoolers readily perceive differences in heaviness when manipulating objects but often rely on salient cues (size, density, visual appearance) rather than inferring weight as an invisible causal property. Studies show preschoolers’ causal reasoning about weight is limited: while they can sort by “lighter/heavier,” reasoning about weight as a causal factor in tasks (e.g., balance, sinking, motion) is developing and sensitive to the task framing.

Experimental and observational studies indicate that social learning (imitation of adult/model moves), hands-on comparison tasks (balance scales), and tasks that make weight salient for causal explanations (e.g., using identical-looking objects that differ in weight) improve children’s use of weight in causal reasoning. Studies using planned manipulations (contrasting cues, repeated opportunities to test hypotheses) produced stronger gains than one-off demonstration. Practical preschool strategies include balance-scale play, comparative weighing tasks, and structured prediction–test cycles (Zhidal et al. 2015, 2018).

Researchers have used problem-solving tasks, choice-based sorting, explanation coding, and imitation paradigms to capture shifts in children’s use of weight as an explanatory variable (e.g., pre/post tests of causal problem solving). These measures assess not only correct responses but the explanations children give — a key indicator of conceptual change.

  • ii. Sound (production, vibration, transmission)

Young children are attuned to sounds and can categorize them, but they hold varied representations of how sounds are generated and transmitted, some preschoolers treat sound as an entity that “travels” or “moves” like a visible object, others focus on source–receiver links without reasoning about vibration. Mental representations of sound are heterogeneous and often depend on children’s experiences with musical instruments and environmental noise (Ravanis et al., 2021).

Studies and practitioner literature emphasize active exploration (making instruments, exploring vibration, comparing materials) and guided reflection (explicit talk about vibration, demonstrations that make the source–vibration link visible). Classroom-based investigations that combine hands-on experimentation with adult scaffolding increase children’s ability to link vibration, material properties, and perceived loudness/pitch. NSTA and STEM-education guides provide concrete activities that support these aims.

Typical assessments include categorization tasks, explanatory interviews, and tasks asking children to predict outcomes when material or source changes. Coding children’s explanations for causal language (e.g., reference to vibration, medium, source) is common.

  • iii. Air (existence, air pressure)

As air is invisible, children form a range of context-dependent ideas: air “is nothing”, air only exists when moving (wind), or air acts like a substance that can “push” or “fill” places. Research across primary and preschool-age groups shows that conceptions about air and air pressure are frequently fragmented and susceptible to task/context effects (children may reason differently about balloons, vacuums, or wind). Classic research on air-pressure conceptual change documents the fluidity of children’s ideas and the need for sequences that make invisible forces evident12.

Interventions & effective approaches — Studies using Predict–Observe–Explain (POE) sequences, discrepant events (e.g., vacuum/pressure demonstrations), and carefully scaffolded inquiry help children move from surface descriptions to precursor models of air (recognizing that air occupies space and exerts pressure). Research shows that small-group talk and guided experimentation support children in constructing mechanistic explanations of pressure and airflow. Preschool experimental activities that make air’s effects visible (balloon inflation, bubbles, wind-driven motion) help children form usable precursor models compatible with later formal instruction (Liang, 2011; Tural, 2020; Varela et al., 2022).

Researchers measure conceptual change in air through structured interviews, POE pre/post tasks, small-group discourse analysis, and performance tasks that require prediction and explanation of pressure-related phenomena. Emphasis is on children’s ability to explain causal mechanisms (air occupies space, exerts pressure) rather than merely describing effects.

  • iv. Light (visibility, sources, transmission, refraction)

Preschoolers can reason about visibility and shadows in everyday contexts but often possess non-scientific intuitions (e.g., objects “have” light, darkness is an entity). Research on light shows that children’s representations vary by context: they may understand that lamps make things visible but struggle with concepts such as light traveling in straight lines or that illumination, not the object, is necessary for seeing. Studies document that conceptual change about light is possible with well-sequenced instruction (UNI Scholarworks, 2022).

Socio cognitive and guided-inquiry interventions (small-group experiments, shadow play, ray-tracing demonstrations, and discrepant events) have been effective in helping preschoolers revise their conceptions about light13. and related work used socio cognitive strategies (peer argumentation, teacher scaffolding, repeated observation) to produce significant gains in children’s understanding of light phenomena. Practical classroom activities include controlled shadow experiments, manipulating light sources and occludes, and focused language scaffolds that direct attention to transmission and source–receiver relations.

Light understanding is typically assessed with tasks that probe children’s explanations about when and why objects are visible, shadow formation tasks, and structured interviews coded for mechanistic language (e.g., references to emission, transmission, obstruction). Pre/post designs and discourse analysis are frequently used to document conceptual change.

The reviewed literature collectively highlights that early childhood is a crucial stage for introducing children to foundational scientific phenomena such as weight, sound, air, and light. Studies across these domains consistently demonstrate that children are capable of engaging with inquiry-based activities and developing meaningful understandings when provided with age-appropriate, hands-on experiences. Whether through concrete exploration of physical properties, playful experimentation with sound, inquiry into air-related phenomena, or investigations of light and shadows, young learners demonstrate curiosity, observational skills, and the capacity to make sense of their environment. Importantly, the findings underline the significance of designing pedagogical approaches that connect abstract concepts to children’s lived experiences, thereby fostering both scientific literacy and positive attitudes toward science. Taken together, this body of research underscores the potential of structured yet playful interventions in early childhood education to strengthen children’s emerging scientific thinking and lay the groundwork for lifelong inquiry and problem-solving skills.

Research gap

Despite the recognized benefits of early science education, substantial gaps remain in the systematic understanding of its implementation and efficacy across diverse early childhood settings. Much of the existing research focuses on general cognitive and developmental outcomes rather than investigating specific pedagogical approaches that best support science learning for young children. Consequently, there is limited empirical evidence on the most effective methods for integrating science concepts in age-appropriate ways, particularly for diverse socio-economic and cultural contexts.

Although there is a clear international stream of research on early childhood physical science (weight, sound, air, light), a focused review relating each phenomenon to prior intervention studies is necessary. The literature shows that preschoolers possess partial, context-sensitive understandings of these phenomena and that well-sequenced, guided, hands-on activities can produce conceptual gains. However, relatively few studies evaluate teacher-mediated, classroom-level interventions that (a) use age-appropriate experiments for all four phenomena within the same program, and (b) measure both conceptual change (explanations) and emergent interest across the 4–6 year age range. The present study fills this gap by (i) implementing teacher-facilitated, developmentally appropriate experiments on Weight, Sound, Air, and Light; (ii) using pre/post and in-session measures of children’s explanations and interest, and (iii) documenting fidelity of teacher scaffolding, thereby offering empirical evidence on both effectiveness and feasible classroom practices.

Significance of the study

Language and cognitive development play pivotal roles in the initial six years of life. Inadequate stimulation during this period can impede brain development, resulting in delays in cognitive, social, and behavioral domains. Elevated levels of stress and adversity in early childhood heighten the likelihood of stress related ailments and learning challenges14.

A study found that15 in developing countries, more than 200 million children under five years fail to reach their cognitive and social development potential due to poverty, poor health, nutrition, and deficit care. The results revealed that most children were exposed to multiple risks including poverty, malnutrition, poor health, and an unstimulating home environment, which detrimentally affects their development.

Hence it is very important to provide cognitive stimulation during the early childhood period. Numerous experimental and intervention investigations into cognitive stimulation among young children indicate that those exposed to additional cognitive stimulation or learning opportunities demonstrate higher cognitive functioning compared to those without such stimulation16.

Educating young children in science process skills is vital for fostering their acquisition and mastery of relevant concepts and critical thinking abilities essential for the demands of the contemporary world1718. found that children’s aptitude for grasping science exceeds the anticipated standards set by the curriculum.

The way early childhood education focuses on pre-reading, pre-writing, and pre-math concepts, it is equally important to concentrate on the basic science skills in the early years. This stimulates their intellectual curiosity and lays the foundation for the scientific temper in the later stages. As preschool children are in the preprocessing stage, it is difficult for them to learn abstract science concepts. During this time, abstract concepts must be presented by associating them with concrete concepts. Associating science activities with science concepts in children’s worlds at an early age also helps to develop positive attitudes toward science.

The present study aimed to conduct age appropriate science experiments for preschool children and cultivate interest in science during the early childhood period.

Aim of the study

  1. 1.

    To select age appropriate science experiments and develop science kits for early childhood education centres.

  2. 2.

    To conduct science experiments for young children through trained teachers.

  3. 3.

    To evaluate the effectiveness of the intervention program through video analysis.

Research questions

  • 1. Do children show interest in science experiments?

  • 2. What are the different behaviours children exhibit while conducting science experiments?

  • 3. Do children understand basic science concepts through experiments?

  • 4. How does the intervention program effective in fostering interest in science learning among young learners?

Methodology

Research design

The exploratory research design was employed for the present study.

Sample

Compared to private schools, underprivileged children have minimal opportunities in terms of resources, facilities, and infrastructure. In a study, findings revealed that private elementary schools outperform government schools in various aspects, including teachers availability, basic amenities, and resource provision19.

The Anganwadi program was initiated by the Government of India in 1975 as part of the Integrated Child Development Services (ICDS) scheme. Anganwadi centers offer a comprehensive range of services, encompassing supplementary nutrition, primary healthcare, and early childhood education to disadvantaged families.

In the initial stage of the present study, data was collected from Anganwadi teachers in Telangana state to determine whether they include science activities in their curriculum and if they use any resources to teach science. It was evident that Anganwadi schools do not have access to any resources for teaching science. On the other hand, in private preschools, many resources are available for teaching basic science concepts to their students. This was the main reason for selecting Anganwadi school children as the sample for the current study.

The science activities in this study were facilitated by Anganwadi teachers, who held a basic undergraduate degree and regularly attended government-mandated training programs through the Integrated Child Development Services (ICDS). While they did not possess a formal science degree, the teachers had 15–20 years of professional experience in early childhood classrooms and demonstrated strong enthusiasm for adopting new pedagogical practices. Prior to the intervention, they received orientation and structured guidelines to implement age-appropriate science experiments with children. Their role was to support hands-on exploration and guided inquiry rather than deliver abstract scientific concepts. As literature suggests, effective early science education depends more on pedagogical skill and facilitation of inquiry than on formal scientific specialization, making these teachers well suited for the intervention.

In the present study, Anganwadi centers with children aged 4 to 6 years were selected from both urban and rural areas of Telangana state, India. A total of 30 children were chosen from urban centers and 30 from rural centers, making a sample size of 60. The experiments took place in 3 urban and 3 rural Anganwadi schools.

Process

A vast literature on early childhood engagement in science recommends that it is important to introduce science to preschoolers as it promotes their intellectual curiosity, scientific temper, and cognitive development. It is also important to consider how we can effectively introduce science to this younger age group children.

The way preschool children learn letters and numbers through play way method, they also need to learn that “science” exists through simple and easy experiments. When science experiments are shown to children at this age, they seem like magic. Children should be made to understand that it is science, but not magic. Not only do the children realize that the experiments done by the teachers are related to science, but also, teachers can teach the children some basic science concepts by giving them a simple explanation.

The research was carried out through five phases:

Figure 1 provides an overview of the research conducted in five phases.

Fig 1
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Research overview.

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Phase I: Existing curriculum review of Telanagana State

After obtaining permission from the Department of Women Development and Child Welfare (WDCW), researcher reviewed the existing curriculum of Anganwadi centres and primary classes up to the fifth grade. This was done to ascertain whether science activities were included in their academic program and to understand the pedagogical methods teachers were using to teach science to children. It was found that while a few basic science activities were part of the Anganwadi school curriculum, teachers relied on oral explanations to teach the concepts as they were not provided with any resources for teaching science.

Phase II: Selection of science experiments and designing the science kit:

Following a thorough examination of the existing Anganwadi curriculum, seven science experiments were finalized (1) Weight (2) Sound (3) Sound (4) Air (5) Air occupies space (6) Air pressure (7) Light refraction. Based on the selected experiments, science kits were designed with age-appropriate, reusable, and cost-effective material for conducting seven science experiments. A detailed overview of the seven science experiments is shown in Table 1.

Table 1 Overview of science experiments.
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Phase III: Teacher training program on how to conduct science experiments

The role of early education centre teachers is pivotal in fostering the development and learning of children. A training session was conducted for selected Anganwadi teachers on introducing science experiments to young children and stimulating their interest in science. The science kits were provided to Anganwadi teachers, and ICT material was supplied as a reinforcement activity after the training program.

Phase IV: Conducting science experiments for children – The role of the teacher

Trained Anganwadi teachers conducted seven science experiments for Anganwadi children. All methods and experimental protocols were carried out in accordance with the relevant guidelines and regulations of the Women Development and Child Welfare Department. Each experiment was conducted in small groups using the demonstration method, allowing children to actively participate throughout the activity. Each experiment lasted for about 15–20 minutes, considering the attention span of children. The experiments began with a small science song, giving children a hint that the teacher was about to start a science experiment with the science kits.

The teacher introduced the materials for each experiment, maintaining a continuous conversation with the students throughout. The dialogue presented below reflects the actual interaction that occurred between the teacher and the children during the first experiment:

Teacher: Children, have you ever seen this? Do you know what is this (showing the pan balance)

Children: No, teacher, we don’t know, and we have never seen this before.

Teacher: Have you ever visited the vegetable market with your parents?

Children: Yes, teacher. We have visited the vegetable market with Mom.

Teacher: That’s good. Have you noticed how the vegetable vendor weighs vegetables? Did he use this kind of big pan balance?

Children: Yes, teacher, he puts vegetables in that basket.

Teacher: Good, children. That’s how we weigh vegetables, fruits, and groceries. So, today we are going to learn about weight. This is called "pan balance." What is this called?

Children: Pan balance, teacher.

Teacher: It has two pans. One is for keeping the material, and the other one is for checking its weight. Children, now I will give you some material, and each one of you should hold and name it. (provided with materials like cotton, sponge, paper pieces, duster, coins, pebbles, etc).

Children: This is cotton, teacher.

Teacher: Good job. Can you tell me whether it is heavy or light in weight?

Children: Don’t know teacher.

Teacher: No problem, let’s do an experiment now. I will place cotton in one pan and coins in the other pan. Which is heavy and which is light among these, we will observe. Which of these pans collapses?

Children: The one with coins collapsed, teacher.

Teacher: Yes, that means coins are heavier than cotton. Now, I want you to try with different materials available here and tell me which material is heavy and which one is light in weight? Good job, children. Now, let’s do something interesting. I will place the same material in both pans. You have to observe carefully and tell me which is heavy. I have placed 5 coins in each pan. Let me see who is going to answer my question.

Children: Teacher, none of the pans collapsed.

Teacher: Yes, because they are the same. When we place the same material, the pan balances equally, which means both are equal or weigh the same. Everyone, take the material and try this.

Well done, kids. Claps for you all. This is not magic, children. do you know what this is? This is called "Science." What is this?

Children: This is Science.

After completing the experiment, the teacher ensured that every child had the opportunity to participate. At the end of each experiment, teachers asked interactive questions to gauge the children’s understanding.

A formal pre-assessment of children’s prior knowledge was not conducted in this study, as discussions with Anganwadi teachers revealed that science activities of this nature had never previously been introduced in their classrooms. Given that children came from low-income families with limited educational resources and many parents had little formal education, opportunities for science related learning at home were also minimal. Teachers consistently emphasized that this was the first time children were exposed to structured, hands-on science experiments, indicating that participants entered the program with no prior experience or conceptual understanding in this domain. Post-lesson assessments in this study were conducted within a short span after the experiments to evaluate children’s immediate understanding and engagement. A formal long-term follow-up assessment was not undertaken; however, Anganwadi teachers, who continue to work closely with the researcher, were provided with a reusable science activity kit and encouraged to periodically repeat the experiments. Teachers have shared informal feedback indicating that children not only retained the concepts introduced but were also able to recall and apply them during subsequent activities. Given that the participants came from uneducated and low-income families with limited prior exposure to science at home, these findings underscore the importance of structured and repeated hands-on experiences within the classroom context.

Phase V: Collecting data through videos and behaviour ethogram analysis

It is not possible to administer a written tool to assess the understanding levels of preschool age children and evaluate the program. The best approach would be to capture their behaviour through video and analyze the data by coding behaviour ethogram. According to20, behavioural observation involves systematically recording specific behaviours of an individual or group within a particular context of interest by visually or audibly observing and documenting their actions.

All the experiments were carefully video recorded and saved for data analysis purpose. BORIS (Behavioural Observation Research Interactive Software) was used for data analysis. BORIS is a free, open-source program designed for reviewing previously recorded videos or live observations. It allows users to create a customized coding environment tailored to their specific needs. Users can define a project based ethogram, which includes a list of observations. Once the ethogram is set, users can conduct coding using pre-assigned keys for state or point events, or both. After the coding process is completed, the program can automatically extract time budget or single or grouped observations and provide a summary of the main behavioural features at a glance. The observation data and time budget analysis can be exported in various common formats such as MSExcel and various graphic formats (BORIS documentation, 2023). From BORIS, the data was extracted to measure the frequency and duration of the codes of various behaviours. All codes were measured in terms of duration, quantified in seconds, and the number of occurrences. Figure 2 presents the behaviour coding graph, which illustrates the duration of state events and point events for the different observed behaviours.

Fig 2
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Behaviour coding graph.

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Results and discussion

Table 2 demonstrates the distribution of demographic characteristics among Anganwadi children. Regarding their location, an equal proportion of participants, comprising 50%, hail from urban and rural areas of Telangana state in India respectively. Gender-wise, the participants consist of 57% boys and 43% girls. In terms of age distribution, 43% of the children fall within the 4 year old category, 40% are aged 5 years, and the remaining 17% belong to the 6 year old age group.

Table 2 Distribution of sample as per their Residence, Gender, and Age (N=60).
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The ethogram was set with a total number of 8 behaviours for the first experiment. Table 3 presents the behaviour coding for the “weight” experiment. As there was a continuous conversation between teacher and students throughout the activity, 78.42% of the total video length, children were answering teachers’ questions. The data shows that almost half of the experiment time (51.52%) was spent by children using hand gestures, such as raising hands and pointing their fingers towards science materials. Children displayed curiosity by observing the movement of the pan balance and moving closer to it, which recorded for 72.92% of the total duration.

Table 3 Behaviour coding for science experiment 1: Weight.
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Smiling, recorded as a point event, occurred 211 times (35.17%), while nodding heads was observed 148 times (24.67%), indicating significant occurrences. Towards the end of the experiment, children clapped their hands, which accounted for 5.72% of the total length. Children’s independent involvement in conducting the experiment was recorded at 41.43%, demonstrating their significant engagement. The frequency of children using science terminology indicates their understanding of basic science concepts and vocabulary enhancement, recorded at 42.73%.

There were two experiments with the objective that children would experience “sound” and the results are illustrated in table 4. In the second experiment, when children placed a tuning fork on the surface of a bowl wrapped in foil with thermocol balls on the surface, the balls started jumping due to the sound vibrations produced by the tuning fork. In the third experiment, when the tuning fork was placed on the surface of a bowl of water, water splashed up because of the sound vibrations. It was noticed that children enjoyed these two experiments and experienced the sound.

Table 4 Behaviour coding for science experiment 2 and 3: Sound.
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For the sound experiments, the ethogram was configured with a total of 8 behaviours. In the second experiment, 41.63% of the total duration was recorded as children answering the teacher’s questions, while in the third experiment, this duration was documented as 51.58%. The percentage of children using hand gestures, like pointing out fingers towards the material, was recorded as 44.42% and 49.62% respectively in the second and third experiments. Children displayed curiosity and excitement when the balls started jumping and water splashed out. Some kids screamed with joy and widened their eyes. The level of curiosity was recorded as 63.32% in the second experiment, whereas it was notably higher at 86.15% in the third experiment.

Smiling and nodding of the head were coded as point events, with the total number of occurrences for smiling accounted for as 166 (27.67%) and 158 (26.33%) in the second and third experiments, respectively. Similarly, nodding of the head was recorded as 98 (16.33%) and 69 (11.50%) occurrences in the second and third experiments. Children clapping was recorded as 10.48% in the second experiment and 24.40% in the third experiment. Throughout the duration of the experiment, children participated for 37.23% of the time in the second experiment and 53.38% in the third experiment. Regarding the use of science terminology such as "science experiment," "sound," and "sound vibration," durations of 12.53% and 18.63% were recorded for the second and third experiments, respectively.

The fourth experiment explored the concept of "air occupies space." A bowl was filled with water, and a dry cloth was inserted into a glass. When the glass was submerged in water for some time and then removed, the cloth remained dry due to the presence of air. In the fifth experiment, a glass filled with water had a piece of cardboard placed over it, and when the glass was inverted, the water did not spill out due to air pressure. The sixth experiment involved filling a small plate with water and lighting a votive candle. When an empty transparent glass is placed over the votive, the candle goes out, and the water level rises in the glass because of changes in air pressure.

The ethogram was set with 7 behaviour codes for the three air experiments and results are presented in the table 5. Children answering teacher’s questions were recorded as 72.07% for the fourth experiment, 72.63% for the fifth, and 74.47% for the sixth experiment, respectively. Children exhibited curious behaviour such as moving closer to the experiment area, showing excitement to touch the materials, and displaying interest in participating in the activity. These behaviours were documented as curiosity, and the scores were significantly higher among the three experiments, noted as 81.78%, 88.03%, and 91.52% for the fourth, fifth, and sixth experiments.

Table 5 Behaviour coding for science experiment 4, 5 and 6: Air.
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The occurrence of smiling as a point event was recorded as 142 (23.67%) for the fourth experiment, 115 (19.17%) for the fifth experiment, and 125 (20.83%) for the sixth experiment. For nodding head side to side, the total number of occurrences was recorded as 110 (18.33%), 78 (13.00%), and 99 (16.50%) for the 4th, 5th, and 6th experiments, respectively. Children clapping hands accounted for 6.54%, 8.87%, and 6.22% in these three experiments. The participation of children was recorded as 44.53% for the fourth experiment and 24.26% for the fifth experiment, while children’s participation was not possible for the sixth experiment due to the hazardous nature of the lighting candle. Regarding the use of science terms such as “air”, “air pressure”, and “science experiment”, the duration was recorded as 15.02%, 16.60%, and 15.67% for the fourth, fifth, and sixth experiments, respectively.

Table 6 illustrates the ethogram behaviour coding analysis of the light refraction experiment. In this experiment, picture cards were positioned behind the transparent water glass. As the child stands in front of the glass and looks at the picture through the water glass, he observes that the direction of the picture changes from left to right or right to left due to light refraction.

Table 6 Behaviour coding for science experiment 7: Light.
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In this experiment, children answering teacher’s questions was recorded at 85.18%, which is a significant portion of the overall duration of the experiment. It was observed that when children noticed the change in the direction of the picture, they exhibited surprised expressions such as widened eyes, a big smile on their faces, and repeatedly trying to look at the pictures. These behaviours were recorded as 26.35%. Children showed curiosity throughout the experiment by raising their hands to participate, expressing interest in seeing more pictures through the glass, etc., which was documented as 93.28%. Point events smiling and nodding occurrences were recorded at 114 (19.00%) and 101 (16.83%) respectively. Children clapping hands was accounted for at 7.12%. Throughout the experiment, children’s involvement was noted at 63.25%. Their usage of science terms like science experiment, light, light refraction, and direction of the pictures was recorded at 14.77%.

Discussion

This study set out to explore the emerging interest in science among children aged 4–6 years through age-appropriate science experiments facilitated by early childhood teachers. The research questions guided the inquiry into children’s interest, their observable behaviours, their conceptual understanding, and the overall effectiveness of the intervention program. The findings are discussed below in alignment with each research question.

Research Question 1: Do children show interest in science experiments? The results clearly indicate that children demonstrated strong interest throughout the experiments, as reflected in their curiosity (63%–93%), enthusiastic gestures, clapping, and sustained engagement in dialogue with teachers. These behavioural indicators of attention and enjoyment are consistent with prior work emphasizing young children’s natural disposition toward inquiry and exploration when provided with stimulating contexts29,30. The findings support the notion that science learning opportunities during the preschool years can effectively spark early scientific curiosity and engagement31.

Research Question 2: What are the different behaviours children exhibit while conducting science experiments? The behavioural analysis revealed a rich repertoire of children’s responses, including hand gestures, nodding, smiling, and clapping, alongside verbal participation in teacher-student dialogue. Such multimodal expressions are important indicators of engagement in early learning contexts, as young children often communicate understanding and excitement through nonverbal as well as verbal means32. These observations align with existing studies showing that gestures and bodily expressions play a critical role in early science learning, as they reflect embodied cognition and children’s meaning-making processes33,34.

Research Question 3: Do children understand basic science concepts through experiments? Children’s use of science-related terminology and ability to answer teachers’ questions during the experiments suggest that they were not only engaged but also developing conceptual understanding. For instance, children were able to describe phenomena in their own words and apply new vocabulary to experimental contexts, indicating conceptual growth. This finding resonates with prior research demonstrating that hands-on activities, combined with teacher scaffolding, promote conceptual change in preschoolers’ understanding of scientific phenomena (Ravanis, Christidou, & Hatzinikita, 2013; Weisberg, Hirsh-Pasek, & Golinkoff, 2016). It also reinforces the importance of guided play and inquiry-based learning in supporting children’s acquisition of early scientific literacy35.

Research Question 4: How effective is the intervention program in fostering interest in science learning among young learners? Overall, the intervention program proved effective in fostering early interest in science. The systematic exposure to experiments, combined with teacher facilitation, led to high levels of participation and evident enjoyment. Importantly, the program engaged disadvantaged children who might otherwise have limited access to such experiences, highlighting the role of equitable science education in addressing educational disparities. These findings align with contemporary scholarship emphasizing the value of early science education for developing foundational skills, critical thinking, and a positive disposition toward STEM learning36,37. Furthermore, the results demonstrate that with appropriate support, early childhood educators—regardless of formal science training—can successfully nurture children’s curiosity and understanding of scientific ideas.

Taken together, the findings confirm that young children not only show sustained interest in science when given meaningful opportunities but also develop basic conceptual understanding and scientific vocabulary. The multimodal behaviours observed serve as evidence of both engagement and learning. The success of the intervention underscores the critical importance of introducing science during the early childhood years, especially for underprivileged children, thereby laying a foundation for lifelong scientific literacy.

Post-lesson assessments in this study were conducted within a short span after the experiments to evaluate children’s immediate understanding and engagement. A formal long-term followup assessment was not undertaken; however, Anganwadi teachers, who continue to work closely with the researcher, were provided with a reusable science activity kit and encouraged to periodically repeat the experiments. Teachers have shared informal feedback indicating that children not only retained the concepts introduced but were also able to recall and apply them during subsequent activities. Given that the participants came from uneducated and low-income families with limited prior exposure to science at home, these findings underscore the importance of structured and repeated hands-on experiences within the classroom context.

Conclusion

The exploratory research focused on developing interest in science during early childhood period, with disadvantaged children as the primary beneficiaries. The study involved conducting science experiments for children aged 4 to 6 years and evaluating the program’s effectiveness through video analysis.

The main findings can be summarized as follows:

  1. i.

    Children Answering Teachers’ Questions: Due to the ongoing dialogue between teachers and students throughout the experiments, over 75% of the total duration was recorded as children answering questions in nearly all the experiments.

  2. ii.

    Children Using Hand Gestures: A significant percentage of hand gestures, such as raising hands and pointing towards science materials, were observed, and documented.

  3. iii.

    Curiosity: Children exhibited curious expressions ranging from 63% to 93% across the seven experiments, indicating a notable level of interest.

  4. iv.

    Smiling and Nodding Head: These behaviours were categorized as point events, and a significant number of occurrences were recorded in all the experiments.

  5. v.

    Clapping: Children clapping hands at the end of the experiments ranged from 6% to 24% across the seven experiments.

  6. vi.

    Children Participation: The data revealed that children had the opportunity to participate in all the experiments for a considerable amount of time. Participation was restricted in the sixth experiment due to safety precautions.

  7. vii.

    Science Terminology: In all seven experiments, children used science terms, demonstrating their awareness and understanding of scientific concepts.

Thus, it can be inferred from above findings that children exhibited interest in learning science experiments. They learned basic science concepts and enhanced their vocabulary. Children not only had hands-on experience but also developed intellectual curiosity and scientific temper. This study also underscored the importance of science during the early childhood period. When underprivileged children are provided with learning opportunities and resources, we can enhance the quality of their education.

Recommendations

  1. 1.

    The promising results of engaging in science activities during the preschool years are likely to positively impact children’s future academic success. Therefore, age-appropriate science experiments and activities should be integrated into the Early Childhood Care and Education (ECCE) curriculum.

  2. 2.

    If teachers have limited scientific knowledge, and lack confidence in their ability to teach science to children, they may struggle to spark interest in science among their students. Therefore, it is crucial to educate and train teachers on effectively introducing science activities to young children.

  3. 3.

    In the future, more research should be conducted on science during early years.