The current study aims to explore  the teacher's behavior in using statements and questions in a planned science activity (PSA). The findings will help answer why this activity has low quality and low children's science development. The single case study is selected when describing and understanding the phenomenon. Eight planned science activities are videotaped in four classes with children three to four years old in Da Nang, Vietnam. The findings show that PSA teachers use the learning guidance statement and closed questions to interact with children. Our findings suggest that teachers should focus on boosting children's science skills by increasing the variety of statements and questions used in PSA. Using more open-ended questions would be valuable to encourage scientific inquiry in preschool children.

TBA