This paper explores the critical role of teachers in facilitating science learning among children aged 3-6 in early childhood education, grounded in Urie Bronfenbrenner’s bioecological model of human development. This model highlights the significance of environmental and interpersonal interactions in shaping children’s cognitive and social development. The paper examines various roles that teachers play—constructors of activities, leaders,listeners, playmates, and observers—to effectively integrate science learning into early childhood settings. By reviewing recent empirical studies and theoretical perspectives, the paper underscores the importance of a balanced approach that incorporates exploration, inquiry, and hands-on learning. The findings suggest that when teachers design and implement activities that cater to children’s developmental stages and encourage curiosity-driven exploration, they significantly enhance children’s scientific understanding and cognitive growth.Furthermore, the paper discusses practical strategies for teachers to create play-rich environments that foster both structured and unstructured scientific inquiry, promoting a holistic development that prepares children for lifelong learning and curiosity in science.