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    Lottie Fisher
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    The children saw animal footprints in the snow outside their classroom window. Instead of telling the children what animal made the prints, the teacher asked leading questions to encourage the children to investigate and draw their own conclusions. The children drew the prints, made lists of clues, and hypothesized what animals could have been responsible. Later, the teacher facilitated a discussion where the children shared their findings. The teacher's role is to nurture the children's curiosity and support their interests as a starting point for learning. The teacher will now plan structured and unstructured learning experiences to further develop the project and allow learning to take place in multiple ways.

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    Inquiry in kindergarten

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    The children saw animal footprints in the snow outside their classroom window. Instead of telling the children what animal made the prints, the teacher asked leading questions to encourage the children to investigate and draw their own conclusions. The children drew the prints, made lists of clues, and hypothesized what animals could have been responsible. Later, the teacher facilitated a discussion where the children shared their findings. The teacher's role is to nurture the children's curiosity and support their interests as a starting point for learning. The teacher will now plan structured and unstructured learning experiences to further develop the project and allow learning to take place in multiple ways.

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    © All Rights Reserved
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    81 views1 page

    Inquiry Blog Post

    Uploaded by

    Lottie Fisher
    The children saw animal footprints in the snow outside their classroom window. Instead of telling the children what animal made the prints, the teacher asked leading questions to encourage the children to investigate and draw their own conclusions. The children drew the prints, made lists of clues, and hypothesized what animals could have been responsible. Later, the teacher facilitated a discussion where the children shared their findings. The teacher's role is to nurture the children's curiosity and support their interests as a starting point for learning. The teacher will now plan structured and unstructured learning experiences to further develop the project and allow learning to take place in multiple ways.

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    © All Rights Reserved
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    of 1

    BLOG POST 20 March 2020

    CURIOUS KINDIES
    SK CLASS | NEWS | RESEARCH

    INQUIRY
    One day at school, before all this craziness
    happened, my children were watching the snow
    fall from the classroom window. They were
    chatting and using the glass to trace pictures (a
    new favourite activity). Suddenly, the children
    exclaimed that they had could see footprints in the
    snow. They called me over to look and I made sure
    not to tell the students what I thought they could
    be. As adults we could so easily provide the answer to our student’s questions and there, the
    excitement, the interest, the intrigue would be gone. The children would return to their activities and
    the school day would continue. Instead I chose to ask leading questions: “What do you think made
    those prints? Why were they there? How did they get there?”. The children, without any prompting or
    encouragement from me, rushed to get clipboards and pencils. They drew the print, made lists of all
    the clues they noticed that pointed to the origin of the prints and made lists of all the animals they
    thought could be responsible. Then later in the day when we had assembled for a story, I asked the
    children to share their findings/understanding. We made a list on chart paper of all the animals that
    could have been responsible for the prints, which led to fruitful discussions about animals and where
    they lived, some children thought it was a kangaroo!

    My role in their inquiry so far has been a facilitator. I am nurturing the children’s excitement and
    inquisitiveness and supporting their interests. Now, using this initial interest, it is my role to further
    their learning. The article Interest Based Learning: Using Interests, Not Just Following Them states that if
    “we use children’s interests, then we can see the interest as the starting point for what we do, rather
    than as the end point. It then becomes our role, in partnership with children, to convert the interest
    into an effective learning experience, rather than assuming an experience will be worthwhile simply
    because it is child-chosen or child-directed”(2012).

    It is my role now to develop interesting learning experiences so that the project can grow and develop
    from this starting point. I need to plan for different learning experiences, with both structured and
    unstructured play experiences included to allow for learning to take place in many different ways.

    Sources:
    https://www.ecrh.edu.au/docs/default-source/resources/nqs-plp-e-newsletters/nqs-plp-e-
    newsletter-no-37-2012-interest-based-learning.pdf?sfvrsn=4

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