The research field of science education has gathered questions about what science is, how scientific knowledge is developed and in what ways humans are involved in these processes under the umbrella concept ‘nature of science’ (NOS). Previous research has suggested that teaching ought to focus much more on these issues, but so far the focus has been on older children and students, while there is a lack of research on NOS teaching for the youngest children (up to six years). In this conceptual article,we suggest that NOS should be taught from the outset, and thus be part of science teaching in the early years. We put forward arguments as to why this early introduction coupled to the overall values and aims of democracy and social justice is important, and elaborate on the kind of NOS issues that could be included in science teaching aimed at the youngest children.