Thirty years ago, Fensham, ([10]) diagnosed science education in early childhood in Australia in a state of "chronic illness" (p. 4). Science Education in Early Childhood Education - Are We Approaching a Cure for the State of Chronic Illness? Recent research has identified that Australian early childhood teachers spend limited time interacting with children in science-related experiences (Harrison et al., [17]), suggesting that in the absence of science-specific language in the learning frameworks, there is little that prompts teachers to prioritise science learning. Science-related STEM workshops (e.g., Exploring Water, Optics, and Water in Nature & Technology) were highly sought after by teachers engaging in I Little Scientists i for the first time (MacDonald et al., [22]), suggesting teachers are actively in search of science teaching professional learning. [Extracted from the article]