The children engaged well with the elicitation task and I was able to document the learning that occurred. Oliver (2013) highlights that children's early learning in science begins with exploration which is experimental in nature and that learning should be supported through "hands and mind". I thought working with a group of six children with mixed abilities was effective. Children B and D seemed disengaged at the beginning of the session due to shyness; I gave them positive reinforcement as suggested by Skinner, who says it is a key part of learning. Their friends also encouraged them by offering their ideas and used peer scaffolding to develop the learning. Harlen and Qualter (2004) argue that we enhance hands-on experiences in science through discussion with others, as children need opportunities to think about what they are doing and why they are doing it. As a professional my role was to reveal children's ideas and experiences, compare them with the thoughts of others and help them realize their potential. This is a different approach compared to the Piagetian way of teaching, in which the adult's role is to evaluate where the child should