Physical science activities provide multiple and varied opportunities for young children to actively observe, engage in, interact with, and interpret experiences in the physical world within diverse, inclusive settings. If all learners are to gain access to, fully participate in, and achieve maximum profit from early science opportunities, educators need to understand, believe in, and value science as a learning experience for all children. Thus, educators need to view all children as science learners. This article examines key principles central to maximizing early physical science learning opportunities with the full range of learners within democratic learning communities and demonstrates how teachers can satisfy these principles using early physical science activities, particularly activities using ramps and pathways.