This paper proposes a Piagetian model for an early childhood science education program which provides opportunities for children to learn logical thinking and to prepare them for reading and writing. Discussed are suggestions for science areas of concentration, abilities to consider, substructure levels, cognitive thinking skills, and schemes. A sample unit on water, including a discussion of these areas, is provided. A step-by-step transition from this unit to reading and writing is detailed. It is concluded that, although science can stimulate reading and writing skills, it should not be taught as a reading-based, verbal-symbols information gathering system. (CS)