Inquiry Process in Early Learning

The Inquiry Process in Early Learning–Kindergarten Classrooms

-- >  young children would be very curious to see, observe and examine the life cycle of a butterfly. Throughout the four elements of the inquiry process children are encouraged to participate individually as well as with others in their environment to make senses of the things that occur around them and in their lives. A constructivist approach to the life cycle's within the science curriculum involve initial engagement, exploration, investigation and communication.

The inquiry process in early learning-kindergarten classrooms revolves around 4 key elements, which are: Initial Engagement, Exploration, Investigation, and Communication.

Initial Engagement

• Some examples include noticing work the children have done, having the children wonder and question things and consistently playing with the children
• When the children engage in the inquiry process they:
• raise questions about the objects and events around them
• use this opportunity to have the children seek the answer for themselves
• When team members are modeling or support the inquiry process they:
• observe and listen to what the children are doing

Exploration

• When it comes to taking children through the inquiry process, it is important to give them the opportunity to explore the subject or object at hand. Provide opportunities to allow the children to observe the inquiry process, whether it be through personal experience or through a digital resource (i.e YouTube). If they have questions about something in particular, ensure you are aware of the knowledge of the subject at hand, if not, you could search up the information with the children either through text or on-line.
• When the children are engaged in the exploration process they:
• want to explore the objects and events that are around them, and observe the outcome of what they have done
• provide the children an opportunity to use all of their senses (i.e smell, touch, sound)
• the children will generate many questions and it allows us as teachers a variety of learning experiences that could be implemented from their curiosity
• When team members are modeling or supporting the inquiry process, as teachers:
• should act as facilitators to guide the children through the inquiry experience with thoughtful and open-minded questions. Ask questions that they could hypothesize a variety of different answers
• should encourage the children to observe and talk among their peers

Investigation

• From their interest, the children will go through the process of investigation. This requires the children to devise a plan (with the assistance from the teacher if need be), which consist of predictions, instructions, observation and reflecting on their work.
• When the children are engaged in the investigation process they:
• will gather, compare, sort, classify, order, interpret, describe observable characteristics and properties, notice patterns, and draw conclusions, using a variety of simple tools and materials
• ensure that the instructions are detailed enough for the children to understand and follow, without too much difficulty that will lose their interest
• When team members are supporting the inquiry process, we should:
• provides a rich variety of materials and resources, ensuring that there is enough for all the children get an opportunity to investigate
• ask questions and observe the children to clarify things, expand or discover new ideas the children have thought of

Communication

• Communication is key during the inquiry process because that is where all the information the children and the teachers need to continue the process. Sharing ideas, findings and discussing the activity at hand is a great way to get the children attentive and builds their on their social skills
• When the children are engaged in the process of communication, they:
• will work individually and with others throughout the process
• at the same time, they will share and discuss ideas and listen to others
• When the teachers are modeling or supporting communication, we should
• listen to the children to help them make connections between prior knowledge and new discoveries