The chapter will outline the concepts of (1) show science, as short term planned science activities, (2) slow science, as continuous long-term science activities with reengagement and (3) spontaneous science, as unplanned activities caught in the moment. These concepts—all starting with S—is what we call the S’ence [essence] of early childhood science. The concepts were identified in a design-based research project Science & Play. Each of the three approaches to science has a different potential for learning science. The chapter will argue on the importance of addressing all three approaches in practice in order to have children both learning and caring about and playing with science. The chapter will outline these together with the potential of combining the three approaches. Each of the approaches will be exemplified with key episodes from the Danish early childhood education and care (ECEC) settings. A central focus, but still different among the three approaches, is the interplay between phenomena and concepts of science. This will also be outlined both theoretically within a framework of Kolb’s learning cycle (Kolb, 2014) and play moods (Skovbjerg, 2021).