Establishing inquiry-based learning environments

two girls talking outside
“Young children are wiser than many might think. Under the appropriate circumstances they have the capacity to express their views powerfully and often simply”[1]. Article 12 of the Convention on the Rights of the Child states that children have the right to have a say in matters that affect them and for their views and opinions to be taken seriously[2]. Is it possible to actively work on shaping a nurturing and inquisitive environment, providing a platform for self-expression in early childhood? Yes. Inquiry-based and co-constructed learning environments are fundamentally avenues that respect and encourage children’s voices. Being mindful of appropriateness in terms of age, individuality and culture of our children, educators can harness the principles of inquiry-based learning to set the scene for eye-to-eye conversations with children.

7 principles for inquiry-based learning

Each child is an individual.

Every child is an individual with their own social, emotional, intellectual and physical abilities and interests. In an active learning environment, each child’s individuality is respected, valued and fostered.

Children are confident and involved learners.

Children intrinsically want to learn, develop an understanding of the world around them and actively shape their education and development.

Children have prior knowledge, competencies and experiences.

From the moment they are born, children accumulate experience and knowledge. The more they experience, the more their understanding of a concept can develop. To support a child’s development, their prior knowledge needs to be identified and built upon.

Inquiry-based learning fosters children’s individual interests.

Each child makes sense of the world in an individual way and is intrinsically motivated and excited by various things. Children’s attention is naturally drawn to things that interest them most. Inquiry-based practices focus on individual interests to foster each individual child’s progress.

Children participate in decision-making processes.

In inquiry-based practices, the children’s input is evident in all aspects of their learning. Involvement in decision-making in different areas of life enables children to identify as self-efficient, responsible individuals who take ownership for their actions.

Concepts are temporal and are constantly refined based on new learning and questions.

Children’s experiences, impressions and knowledge contribute to the development of concepts which, in turn, support their learning. Children’s concepts are temporal – they are constantly evolving and changing through new experiences. Inquiry-based practices recognise the temporal nature of children’s concepts and offer opportunities to extend on them.

Adults’ genuine curiosity, wonder and questioning are central.

Children are inquisitive and curious by nature. When curiosity, wonder and questioning are encouraged on an everyday basis, this natural disposition is fostered. In inquiry-based practices, it is vital for early childhood educators to ignite and cultivate their own curiosity, wonder and questioning to share the joy of discovery with the children.

Avatar: Woman with brown eyes and brown hair up in bun
Article author: Heike Hendershot
National Training Manager

Heike manages the development of our workshop content and supports our training facilitators. A critical thinker with the ability to wonder, she believes in honouring each child’s individual skills and abilities.

Share this page

Leave a Comment

Your email address will not be published. Required fields are marked *

This site uses Akismet to reduce spam. Learn how your comment data is processed.

Scroll to Top