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References to the inclusion of science education in early childhood education are emerging in federal, state, and territory policy agendas. Although policy documents emphasise the importance of young children learning process skills typically associated with science, existing mandated frameworks do not explicitly refer to science. This has led to teachers seeking professional learning to better equip them to embed science within an informal curriculum. In response, the Northern Territory (NT) Government commissioned the development of the NT Preschool Science Games. The rollout of the resource in preschools across the NT provided the opportunity to conduct this intervention study. This research aimed to understand how to support teacher practice in early childhood science, with a specific focus on classroom quality, assessment, and playful learning during the implementation of the NT Preschool Science Games. Drawing on bioecological theory, a policy review of early childhood and science teaching learning policy documents is used to establish the broader context in which early childhood science is taught in Australia. A process skills approach to science teaching and learning is articulated, aligned with the emphasis on process skills identified in policy documents. Thereafter, a pilot study and intervention study are presented. The pilot study trialled two new instruments, the SciDoc and Early Childhood Science Padlet, along with a teacher questionnaire. These instruments were then refined and applied in the intervention study. Classroom observations were conducted to measure the quality of classroom interactions that contribute to child learning. Semistructured interviews identified teachers’ assessment practices, and the influences on these practices, during the implementation of the NT Preschool Science Games. Based on the findings, this research recommends the following supports for teacher practice in early childhood science education: 1. inclusion of science c