Liberating and channelling the energy and enthusiasm of young children as they explore their world motivates teachers to reflect on their science-teaching practices. This was the claim the authors made at the start of an early-years science project funded by the Astra-Zeneca Science Teaching Trust. Their aims were to develop case studies of practice in early-years science, to develop science in the foundation stage (ages 3-5), and to share the outcomes with other teachers. They also aimed to go beyond the school, by sharing the outcomes through workshops, conferences and accounts of their practice. There are 16 schools involved in the project. A foundation stage teacher and the science subject leader from each school work together to investigate science learning in the foundation stage. Based on their observations, the authors suggest that very young children can increase their involvement in science learning through stories. (Contains 1 table.)