e made, major efforts must begin with the early childhood curriculum.
             In the same vein, a conscious effort must be made to recruit females, your little girls, into the sciences. Moving into the 1990's in Western technological countries, women in the science work force will account for only about ten (10) percent. Researchers are attempting to define the cause for such a discrepancy, and the turn of the century will find us tackling the problem as our needs for competent scientists continues. What is apparent is our NEED to develop female scientists. Because those science habits begin young, the early childhood teacher's role in this massive effort cannot be underestimated.
             As teachers of young children, I believe that we must continually do things with OUR children, NOT for them. This means seeking answers and solutions together as we explore the wonderment of science. Sharing this sense of curiosity serves as a MODEL of anticipation and wonder that can bring BOTH children and teachers into a NEW LEARNING EXPERIENCE. To initiate, to nurture this learning, is one of the most important roles we as teachers and parents play in interacting with children.
             Most research carried out in the 1980's concerning the use of toys in education focused on teaching natural science, mathematics, and spatial concepts. But this time, findings indicate that some TOYS more than others can stimulate children's understanding of scientific, mathematical, and spatial concepts, namely, CONSTRUCTIVE TOYS. It is, however, well documented that children's TOY preferences are sex-typed throughout childhood. Girls typically prefer dolls and household items, whereas boys generally prefer ACTION TOYS. These differences in toy preferences are in line with the socialization of children. Boys are socialized to an OUTER SPHERE characterized, for example, by career anticipation, political interests, and cross-cutting associationa...