Children are naturally curious and are constantly investigating and trying to make sense of the world around them. Last Semester the Kindergarten K3 and K4 children at the YCIS Huangdao campus engaged in an inquiry based project on the topic of plant growth. The inquiry began when the teachers provoked the students by placing a large sprouted onion at the “What’s Happening “ table for them to investigate and explore with a variety of tools. As our students engaged in the process of inquiry, they noticed, wondered, and explored. They tested their theories of why and how things grow, analysed what they found out and developed explanations. This new understanding was documented in pictures and text posted for the children could refer to and return to it when needed. Research tells us that young children learn best through hands-on explorations with concrete materials. This concrete experience with a vegetable they had prior experience which helped them build on background and conceptual knowledge.
Our inquiry grew holistically and simultaneously encompassed a number of curriculum areas including: Art and Design, Communication and Language, Mathematics, Literacy and Understanding the World. The students represented their new learning in a variety of ways that typically included drawings as well as new language they had acquired throughout the project. For our second language learners (Chinese or English) this concrete experience provided tangible and visual information to link with new language. All the students learned descriptive language and topic content in the context of hands on inquiry.
In an inquiry based learning model all students can be successful as they are building on their prior knowledge to acquire new knowledge. Although there are a variety of ways to nurture children’s disposition toward inquiry, participation in science activities fit naturally as active mental and physical learning.
Laura Colton
ECE teacher, Huangdao Campus
Our inquiry grew holistically and simultaneously encompassed a number of curriculum areas including: Art and Design, Communication and Language, Mathematics, Literacy and Understanding the World. The students represented their new learning in a variety of ways that typically included drawings as well as new language they had acquired throughout the project. For our second language learners (Chinese or English) this concrete experience provided tangible and visual information to link with new language. All the students learned descriptive language and topic content in the context of hands on inquiry.
In an inquiry based learning model all students can be successful as they are building on their prior knowledge to acquire new knowledge. Although there are a variety of ways to nurture children’s disposition toward inquiry, participation in science activities fit naturally as active mental and physical learning.
Laura Colton
ECE teacher, Huangdao Campus