Abstract
The purpose of this study is to describe the learning processes of three-year-olds who participated in a project on water at kindergarten. The project continued from October 16, 2002 to March 7, 2003. A teacher promoted children's learning by creating meaningful contexts. Children tried to construct their understanding of characteristics of water by means of casual reasoning, relational reasoning, and analogy in the project. Children shared their surprise at new findings about water with other children. The findings indicate that 3-year-olds are able learners and that a project focusing on their cognitive learning is effective at early childhood education.
