By the age of four, our executive functions are developed enough that children are more able to focus, delay gratification, and concentrate so they can set goals, create objectives and follow through to success. In the Science Room, children are encouraged through their interest to develop healthy relationships with their friends and the environment. They build habitats for lizards, larva, insects, and other wildlife. They care for a Guinea Pig, Bearded Dragon and Chicken. In addition, they study local flora and fauna, hatch eggs from the local farm in the spring, visit tide pools, and have a great collection of bones and nests.

Embedded in Science Room play are language and literacy, math, science, music and movement. The plans of the children come from their passions. 

Students meet each morning to talk about their plans and sign up with others who have the same intent. Teachers, as co-researchers, observe closely in order to extend the thinking process by modeling how to follow a line of inquiry. These everyday experiences of problem solving and trying various strategies of relating, planning, exploring, and making choices, necessitate learning new skills for our work/play and provide a foundation for not only kindergarten, but the rest of their lives.