Creativity and Science in the Foundation Stage

This chapter is set within the field of early years science education. Its theoretical perspective is a democratic notion of creativity, as articulated by NACCCE, Craft etc. Its original contribution is a critique of the notion of creativity as being largely associated with the arts in early years education, and the exploration of the relationship between scientific learning and young children's creative development. It is significant in its impact upon teacher education and professional practice in early years science. Its rigour lies in its use of case-study material to exemplify arguments. The chapter was invited by the publisher and reviewed by the editor.