The social situation of development (SSD) specific to each age determines regularly the whole picture of the child s life. Therefore, we need to learn about the whole context surrounding children relevant to their development. The focus of the study is to understand parent s views on infant-toddler s science concept formation in the family context. Reviewed literature informs us that infants-toddlers experience small science concepts in everyday life. However, this work does not explain how these experiences contribute to the infants-toddlers SSD. In this paper, parental interviews (four hours of video-audio data) have been analysed to understand this gap. The findings inform us that possibilities of science concept formation at the infant-toddler age are not any extra effort for parents; rather, the concepts could be developed as part of the SSD in everyday contexts. This research impacts on an under-researched area of infants and toddlers science concept formation in the family context.