The types of materials used do not always need tobe what you would nccisary assue to be mathematical and scientifuic indtruments. Young children see the mathematics in every day objects for example stairs, blocks to build towns with, sweets to share, is one person taller than the other.

Although mature understanding of mathematical and scientific concepts requires further cognitive development, teachers and parents can support learning by encouraging preschoolers to reason mathematically and scientifically, to explore concepts in these domains, and to explain their thinking as they do so.

Additionally, if a child is given a jack-in-the-box style toy and there is a clear as to how the mechanism makes it pop up, then when given a new toy the child is more likely to play with the new toy. However, if the child is unsure as to how the toy works then they are more likely to tae time to explore the toy before moving onto a new one.

This in turn goes to show that reasources do not always need to be brought in teacher reasources but  you can use everyday objects to look at and discover maths and science.

Mathematics and Science in Preschool: Policy and Practice by Kimberly Brenneman, Judi Stevenson-Boyd and Ellen C. Frede.