Inquiry-based learners are curious, active participants in their own learning journey. Instead of passively receiving information, they ask questions, explore possibilities, and investigate real-world problems to construct their own understanding. The following is a breakdown of what defines an inquiry-based learner:
Core Characteristics
- Curiosity-driven: They start with wonder—posing questions like “Why?” or “What if?”
- Self-directed: They take initiative, often choosing what to explore and how to approach it.
- Critical thinkers: They analyze information, evaluate evidence, and draw conclusions.
- Collaborative: They often work with peers to share ideas, debate perspectives, and co-construct knowledge.
- Reflective: They think about their learning process, assess their progress, and refine their approach.
How They Learn
Inquiry-based learners thrive in environments that:
- Encourage open-ended exploration rather than fixed answers.
- Support hands-on experiences and real-world connections.
- Value student voice and allow learners to shape their own learning paths.
- Use educators as facilitators, not just instructors.
For Under 3s
Even infants and toddlers can be inquiry-based learners when:
- Their natural curiosity is nurtured through responsive environments.
- Educators observe and document their interests and interactions.
- Learning spaces invite sensory exploration, movement, and relational engagement.
- Adults scaffold their experiences with emotionally attuned responses and open-ended materials.
Toddlers and preschoolers show inquiry-based traits through curiosity, exploration, and expressive communication. They learn best when environments support their natural drive to investigate, question, and co-create meaning.
Toddler Traits (1–3 years)
Toddlers are sensory-driven and emotionally expressive. Their inquiry traits include:
- Sensory exploration: They investigate textures, sounds, and movement through touch, taste, and play.
- Cause-and-effect curiosity: Repeating actions to see outcomes (e.g., dropping objects, splashing water).
- Non-verbal inquiry: Using gestures, facial expressions, and vocalizations to express wonder or seek responses.
- Attachment-based learning: Secure relationships with caregivers scaffold their confidence to explore.
- Emergent interests: They show preferences (e.g., fascination with wheels or shadows) that can guide inquiry themes.
Educator role: Observe micro-moments, offer open-ended materials, and document emerging patterns of interest.
Preschooler Traits (3–5 years)
Preschoolers begin to articulate questions and form hypotheses. Their inquiry traits include:
- Verbal questioning: “Why does it rain?” or “What’s inside that box?”—these spark deeper investigations.
- Symbolic play: Using props and imagination to explore roles, scenarios, and abstract ideas.
- Collaborative exploration: Engaging peers in shared inquiry—building, storytelling, or problem-solving together.
- Reflective thinking: Beginning to explain their reasoning or revisit ideas (“I think it’s because…”).
- Creative expression: Drawing, building, or dramatizing their ideas to test and communicate understanding.
Educator role: Co-construct learning environments, scaffold questions, and use pedagogical documentation to make thinking visible.
Shared Inquiry Traits Across Ages
- Curiosity-led engagement
- Active participation
- Emotional investment in discovery
- Responsive communication (verbal or non-verbal)
- Learning through play and relationships
Further Reading
Inquiry-Based Learning In Early Childhood
Inquiry-Based Learning For Toddlers
What Is Pedagogy In Early Childhood
Project-Based Learning In Early Childhood
Child-Led Inquiry Map
Child-Centered Learning
Inquiry-Based Learning Questions Posters