The child has been a researcher since birth. From the earliest age of cognition, he explores and describes his environment. The first research is achieved by the child feeling the object, throwing, hitting, tearing, approaching with his mouth, grabbing, etc. As the child grows, so does his need for research, and he will gradually move from simpler activities to more complex ones. Through research, the child interacts with the environment. Thus he gets to know the world around him and builds new knowledge about objects. Exploring a child develops imagination, creativity, critical thinking, and competence. A quality environment plays an important role in encouraging children's research activities. The rich offer of materials enables obtaining information and contributes to the construction of knowledge and finding solutions. Furthermore, preschool teachers also play an important role in stimulating research interest. The preschool teacher should be creative, empathetic, research-minded and must respect children's interests and wishes, as well as listen, monitor, document, reflect, talk to the child and send him messages of support. Good knowledge and understanding of children, planning, and purposeful implementation of activities will contribute to each activity and provide children with richness and diversity to learn by exploring.