The discussion on the intellectual-cognitive aspect of a child's learning and development in science has a long history. However, less is known about the interrelation between the intellectual, affective, and enactive aspect of young children's learning and development in science, how these aspects intertwine in praxis, and how can be empirically documented. The present study seeks to capture and explore the dialectic interrelations between intellect, affect, and action during science experiences within early childhood educational settings. The initial sample of the study involved one hundred and thirteen (113) kindergarten students, within the age range of 4.5 to 6.5 years old. Empirical data were collected during joint science-oriented activities centered on the natural phenomenon of clouds. Indicative case examples are presented. The cultural-historical concept of perezhivanie was used as the main analytical tool. The findings made visible the processes through which children make sense and shape their understandings of the natural phenomenon through cognitive, emotional as well as physically and bodily charged situations during everyday educational reality. The qualities and the nature of science learning in the early years are unpacked. The paper concludes with insights into how the findings address ongoing methodological challenges in the field and inform pedagogical practice.

关于儿童在科学中学习和发展的智力认知方面的讨论源远流长。但是，对于幼儿在科学中学习和发展的智力，情感和积极方面之间的相互关系，这些方面如何在实践中交织在一起以及如何进行经验证明，人们所知甚少。本研究旨在捕获和探索在幼儿教育环境中科学经验中智力，情感和行动之间的辩证关系。该研究的初始样本涉及113名（113）幼儿园学生，年龄范围为4.5至6.5岁。在针对科学的联合活动中，以云的自然现象为中心收集了经验数据。给出了指示性案例。perezhivanie被用作主要的分析工具。这些发现使儿童在日常教育现实中可以通过认知，情感以及身体和身体状况来理解和塑造对自然现象的理解的过程可见。早期的科学学习的性质和性质是不完整的。本文以对结果的洞察力作为结论，这些发现如何解决该领域中不断出现的方法学难题并为教学实践提供信息。