The Four Steps of Inquiry

The large room is quiet, and long tables fill the space. The children are outside enjoying the sunshine-covered playground. One educator is placing materials on a long table in a specific order. Every few feet, the educator puts more materials on the table to create a mini workspace. After a few minutes, the educator finishes placing the materials on the table. One last time, the educator scans the directions for the upcoming craft project. As children walk into the room, the educator invites them to join the project. The children start walking faster to secure a seat in front of one set of craft materials.

As work begins, the educator shares step-by-step directions for making the craft. The educator wants the children to be successful while doing the project. Some children dive into the work. These children enjoy craft making and creating something to take home and share with others. Some children explore the materials differently by taking the materials and re-organizing them without following the educator's directions. The children begin to explore the properties and possibilities of the materials. The educator notices that some children are using the materials differently and now has a choice to make.

The educator could tell the children to stop messing around and follow directions. A choice that supports a social preference in education to follow another person's lead. School-age children are familiar with this way of learning and often choose to follow along. Another option for the educator is to observe the children and see what happens. The educator could join the children as they explore the materials, ask questions about what they are working on, and talk with the children about what they are discovering. The educator could follow a different path to support the work—the path of inquiry.

What is inquiry?

The simple definition from Webster's dictionary says an inquiry is "asking for more information." A Google search says that inquiry and research link together but also differ. "The main difference between Inquiry and Research is that Inquiry is a process that aims to augment knowledge, resolve the doubt, or solve a problem, and Research is a formal work undertaken systematically to increase the stock of knowledge." In the most straightforward form, an inquiry is searching for more information. In the search for knowledge, children nurture curiosity. As educators, we can choose to be the keeper of knowledge or the spark of interest.

In the book In Dialogue with Reggio Emilia, Loris Malaguzzi shares about teaching. "The aim of teaching is not to produce learning but to produce the conditions for learning. This is the focal point, the quality of the learning." As an educator, we can choose to support the conditions for learning and support inquiry.

An inquiry is an important journey different from knowing a specific way to do something. The children who choose to explore a collection of materials gain knowledge to apply in future work. The act of inquiry creates possibilities for learning and supplies energy for exploring the unknown. As children engage in inquiry, they gain understanding as curiosity fosters deeper learning.

As educators, how do we support inquiry in our classroom?

On Edutopia, I found an article titled, Bringing Inquiry-Based Learning into Your Class. In the article, the author shares the four steps of inquiry in schools. The article is about promoting inquiry in a traditional school-age educational setting. The following is my adaptation to the ideas shared in the article.

What does inquiry look like in a school-age care setting?

The first step of inquiry in a school-age setting is simple. Children have questions they want to explore about any person, place, or thing. Our role as educators is to welcome children's curiosity and create an environment to support the exploration of their questions.

The second inquiry step is offering children time, space, and materials to support the search for answers. Educators can invite children to use the time available in the classroom as they wish. We can talk with children and create environments that support the children's investigation.

The third inquiry step brings children and educators together as we become partners in learning. In this step, educators create space for children to share their work, the process, and what they have discovered with others. We can foster discussion amongst the learning community by inviting other children to share their thoughts and ideas about a current investigation. Educators can also join the process by sharing their observations of the children's work.

The last step in the inquiry process is reflecting on the experience. As we discuss the learning journey with children, we can invite them to reflect on the experience, called metacognition. Thinking about our thinking helps the learning community discover new ideas and pathways for the inquiry to move forward.

As educators, we can promote learning in a new way and collaborate with the children more. We can use our presence to support the children as they seek answers to their questions. We can be a partner in learning by sharing our observations and reflections. We can be available for the children as they guide their learning.