Equipment Used and Comparison with Other Approaches

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Within the field of education, one size does not fit all. Every learning method and approach have different learning styles and equipment. Therefore to enhance children's comprehension, retention and engagement to the real world. Some educators promoted watching and listening, some prefers text material while some highlighted on hands-on activities.All teaching methods are aim to help children in different development milestone. Let's take a comparison of Inquiry-Based Learning and Montessori Approach.

Montessori Approach

Firstly, Montessori emphasized self-directed and motivation, active learning in structured surroundings, boosting single practical skills in one activity. Montesorri materials such as cylinder blocks, pink tower, and color tablets. These are actually designed to provide children to distinguish differences in color, shapes, size, texture and weight. Through repetition and practices on a same material, children may foster in problem solving and independent learning skill.

In Montessori classroom, children concentrate working on own materials.

• Hands-On Learning : Children master skill through their own hands-on exploration and experiences.

• Progression Order : All materials are arranged neatly and are displayed from left to right in progression order, from easiest to hardest. This logical sequence provides children with a clear pathway when learning.

• One Skill at a Time : Only one skill or concept at one time which request children to deeply engage with the material as they intent to discover and practice.

• Auto-Instructional : Children can work by themself, to discover and improve mastery skill work repetition and practice independently.

• Control of Error : Children may realise their own mistakes and discover the solution through repetition and practice.

• Fine Motor Skills : This manipulative quality makes them highly beneficial at developing fine motor skills. It is important components of a balanced approach to early childhood education as they encourage independence, concentration, and prepare children for real life.
  

Montessori materials are more than just educational tools; children able to discover, imagine, and improve cognitive growth. Through hands-on exploration, children forge connections between abstract concepts and tangible experiences.

Inquiry-Based Learning

For Inquiry-based learning, it give children opportunity to engage by and explore topics on their own, creating their own learning process. Children have to take initiative and creativity to discover the answer and get the knowledge. Children may have spark curiosity and inspire their interest if various kind of material provided. They may able to examine, research and learn from real items. Through experiments and more observation, children can ask and discuss with teachers or peers. To explore without limitation and growth mindset naturally with guidance. Providing variety range of materials according to the activities planned by educator, for example :

• Science Experiments : science tools, clay, mirrors, natural objects
  
  
  

• Field trips : cardboard, magnifying glasses, outdoor utensil/tools
  
  
  

• Classroom debates and dialogues : books, videos, concept maps
  
  
  

• Projects : artifacts, photo, real item
  
  
  

• Group work : cardboard, coloring materials, jigsaw, craft material, jigsaw activity. 

           

Equipments / Materials used for Inquiry-Based Learning

              

Personal Reflection

When involving a learning process, children are more engaged and motivated when they are interested. Especially children show more self-driven initiative if they have chances to explore by themself, by hand-on learning. Various materials and equipments can raise children's natural curiosity and allow them to find ways and improve problem solving skills. Practical action and experience is important to let children to think deeper, learn from their mistakes and communicate about the learning. One of the issue is inquiry-based learning required educators to spend more time and prepare material for better outcome. Educator have to be patience during waiting children exploring and experimenting these tools. Compare with Montesorri Approach, their materials are fixed in progress order and in sequence. Steps for children to approach must be in order and development will improve under planning scale. In the other hand, Inquiry-Based Learning giving children's unlimited exploration, not only in material also giving them an open-minded thinking. Children having opportunity to go further than expected or planned.

Developmentally Appropriate Practices and Features of Inquiry-Based Learning

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Inquiry-based learning is a teaching method that is very suitable for young children. It is designed according to the child's age, interest and development stage. This method is different from traditional teaching. It is not that the teacher keeps talking and the child just listens. Instead, it allows the child to use his brain, ask questions, and then find the answers by himself through hands-on, observation, discussion, etc. The teacher will not tell them the results directly, but will guide and help them learn like a friend.

For example, one day, a child asked: "Why do flowers have so many colors?" At this time, the teacher will not tell him the answer immediately, but will go outside with the child to see different flowers, let them draw the color of the flower, check the information, and even do some small experiments to understand the reason. In this way, the children will find it very interesting and will be more likely to remember what they have learned.

The special thing about this learning method is:

- It not only lets children know "what it is", but helps children learn "how to learn".

- There is no standard answer. The key is whether the child thinks, tries and shares seriously.

- Many learning contents can be learned together. For example, in one activity, children will use language, mathematics, science, art, etc.

In inquiry-based learning, the teacher is not the one who stands at the front and lectures, but observes the interests and behaviors of the children and then decides what activities to do next. The teacher also needs to prepare a lot of interesting materials for the children to explore freely. Every child is different, so the teacher must also flexibly adjust the teaching method.

In this way, children can learn from life and cultivate their hands-on ability, thinking ability, expression ability and teamwork spirit. They learn to find problems and find answers by themselves and are more willing to learn actively rather than passively accept.

Personal Reflection

In the process of learning inquiry-based learning, I gradually realised that teaching is not just teachers talking and children listening, but letting children really participate. We must believe that children have the ability to think and find problems. As long as we give them opportunities, they can ask many great questions and find answers by themselves. Because they are curious about the world around them and like to do things by hand. If we can design some common questions in life and let children observe, practice and discuss, they will learn more seriously and have more confidence.

I will use this method more often in the future, with less old-fashioned explanations and more learning activities that can be played with children. I hope that children can feel happy in learning. Let them really feel,"It turns out that learning is so interesting and vivid!"

Pros and Cons of Inquiry Based Learning

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    Pros

• Fosters Understanding
• IBL is designed to promote learning by questioning, testing, and inquiry. Through this process, they build a richer, longer lasting understanding through this process rather than memorizing details.
  
  
  
• Promotes Independence and Ownership
• Students are in charge of their own learning. In selecting which questions to investigate, they take more ownership of and responsibility for their own learning.
  
  
  
• Fosters Collaboration and Communication
• Much of inquiry is done with partners or in small groups, which means students have to listen, talk to each other, and share their ideas important skills that prepare kids for success in school, work, and life.
  
  
  
• Develops Critical Thinking Skills
• Children learn to assess the information at hand, challenge assumptions, and draw logical conclusions. Outside of the classroom, they gain a great deal from these mental practices.
  
  
  
• Allows for Integration of Subjects 
• IBL often incorporates language, math, science, and social studies into a single project. This simulates real-life problem-solving, which makes learning more meaningful and relevant.

Cons

• Time and resource intensive
• Developing inquiry-based activities requires a great deal of planning, resources, and flexibility. Teachers must anticipate the various routes that students may choose.

• Challenges in Assessment
• It can be more challenging to evaluate results objectively. Traditional assessments may not accurately reflect students' development because learning is a process.

• Needs Skilled Assistance
• When working with diverse students, it can be challenging to find a balance between giving them autonomy and offering support, but teachers need to be adept at leading without taking charge.

• The Potential for Misconceptions
• Without careful scaffolding, students may begin to misunderstand. Early intervention is required to get learning back on track.

• Not All Learners Achieve Success
• Some children may find open-ended assignments too much to handle, especially those who are less self-assured or who value structure. Differentiation is necessary to ensure that every student gains.

Personal Reflection

After reading about inquiry-based learning, I became much more conscious of how children can thrive when allowed the opportunity to explore and ask their own questions. I love the idea that learning should be guided by curiosity rather than just following a predetermined curriculum. It appears more natural and significant. But I've also come to understand the real challenges that it presents, like the time commitment needed for preparation or the potential that some children need more structure to feel safe. The fact that there is no one size fits all approach is acceptable. The importance of teachers gently guiding the process while letting students take the lead really stood out to me. It made me reflect on my own teaching and acted as a reminder of letting the children to grow in their own pace.

Main Components - Curriculum Characteristics & Physical Setup

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1.    Curriculum Characteristics

The curriculum is designed to support child-centered and holistic learning, where every child is seen as an active participant in their own development. 

• Play-Based Learning: Learning through play is central, allowing children to explore, imagine, and discover at their own pace.

• Integrated Themes: Subjects such as language, math, science, and art are blended into thematic units that make learning more meaningful and connected.

• Emergent Curriculum: Teachers observe children’s interests and needs, and then plan activities that follow their curiosity.

• Developmentally Appropriate Practices: Activities and lessons are tailored to the age, needs, and developmental stages of the children.

• Focus on Social-Emotional Growth: Alongside academic skills, the curriculum builds confidence, cooperation, and self-regulation.

• Hands-On, Experiential Learning: Children engage with real materials and participate in active, sensory-based experiences.

2.     School Physical Set-Up

The physical environment of the school plays a key role in supporting the curriculum and creating a safe, stimulating learning atmosphere:

• Open Classroom Layouts: Spaces are open and flexible, encouraging movement, collaboration, and independent exploration.

• Learning Corners/Centers: Classrooms are divided into areas like a reading corner, art station, science table, and dramatic play area to promote self-directed learning.

      

• Child-Sized Furniture: Tables, chairs, and shelves are sized appropriately to empower children to access material independently.

     

• Natural Materials and Lighting: Classrooms use wooden furniture, indoor plants, and large windows to create a calm, inviting space. 

• Outdoor Learning Areas: Gardens, sandpits, and playgrounds provide opportunities for gross motor activities and nature-based learning.

• Display of Children’s Work: Walls are decorated with students’ art and projects, helping them feel valued and reinforcing what they’ve learned.

Personal Reflection

As Student 1, researching the main components of the curriculum and the school’s physical setup gave me valuable insights into how both elements work together to support effective teaching and learning. I discovered that a well-structured curriculum includes clear objectives, age-appropriate content, and learning through play or exploration. It is not just about what is taught, but how it is delivered to meet children's developmental needs. The physicalsetup of the school is equally important. I learned that well-organized classrooms with accessible learning corners, child-sized furniture, and colorful, stimulating materials create an inviting environment that promotes active learning and independence. This experience made me realize how thoughtful planning of both curriculum and environment can improve children’s learning outcomes. It also helped me improve my observation and analysis skills. Overall, I feel more confident in evaluating early childhood education settings from a professional point of view.

Who is the Founder?

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Inquiry-Based Learning (IBL) does not have a single "founder" in the traditional sense, because it developed over years through many educators, philosophers and psychologists. But, one of the key person, an American philosopher, psychologist, educator reformer, John Dewey (1859-1952), successfully reform the educational system led to the first inquiry-based learning methods in the United States.

"Education is not preparation for life; education is life itself."— John Dewey. 

It's impossible to move throughout the world without learning and gaining wisdom along the way.

He advocated child-centered learning based on real-world experiences, means for experiential learning-learning by doing. John Dewey emphasized on critical thinking, problem-solving and experiential learning, he believe that children will learn the best when they take initiative to engage with the real-world issues.

Somehow, this approach also influenced and developed by multiple thinker

• Jean Piaget (Switzerland) : Emphasized developmental stages and active learning.
• Lev Vygotsky (Russia)  : Highlighted the social context of learning.
• Joseph Schwab (USA) : In the 1960s, he formally introduced the idea of structured inquiry in science education.
• Marshall Herron (USA) : Developed the Herron Scale in 1971 to measure levels of inquiry in classrooms.

What is Inquiry-Based Learning?

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This approach emerged during the 1960s discovery learning movement as a response to traditional, lecture-based teaching. It emphasized curiosity, exploration, and student-led investigation over rote memorization. This approach has roots in the United States, particularly through John Dewey and Schwab’s work in educational reform and science instruction. It is important to understand what they are and why they are beneficial for students. 

Inquiry-based learning focuses on problem solving and project based learning.

Where is it used today?

1. International Baccalaureate (IB) schools across Europe, Asia, and the Americas.
2. Project-based learning programs in the U.S., Canada, Australia, and Finland.
3. Early childhood education in countries like New Zealand (Te Whāriki curriculum) and Reggio Emilia schools in Italy, which share similar inquiry-driven philosophies.