Early childhood classrooms are wonderful places for children to learn the social skills necessary for entry into kindergarten and later school success. Research indicates that the structure of the classroom environment, paired with planned instruction, supports the development of social emotional skills as well as prevents behavioral issues.Teachers can be proactive and prevent misunderstandings by employing management techniques that help make the early childhood classroom an exciting, enjoyable, comfortable place for both children and teacher. These techniques include setting and keeping the appropriate mood, establishing clear expectations, using songs and other transitions for procedures, using literature as examples of behaviour, being positive, keeping it fair, and, perhaps most importantly, having a sense of humour. further argues that there is a difference in the way preschool and school children learn. Children are born as being inquisitive, energetic, passionate motivated, risk taking, thinking and do the impossible, creative, can see the end product, try over and over again and can learn through mistakes. states that many early childhood teachers are hesitant about introducing science in their classrooms, often because of their own unpleasant science education experiences.