Gordon Wells, in The Meaning Makers, suggests that formulating one's ideas to communicate them is a strong spur to seeking to understand experience. Over the past 12 years we have worked to support the use of science inquiry in preschool classrooms and we have seen the truth in the Wells hypothesis over and over again. Through the use of processes such as hypothesizing, describing, recording, and reflecting young children repeatedly revisit and make meaning of their experiences. They also learn to use evidence-based thinking. This presentation will build a theoretical basis for the importance of these processes in the development of young thinkers. Analysis of video vignettes and children's work samples will actively engage participants in learning how to promote scientific inquiry and understanding how children communicate their thinking about how the world works.