in a variety of settings can integrate inquiry-based practices that address learning goals in rich and meaningful ways.
Inquiry-Based Learning and Project-Based Investigations
Inquiry-based learning focuses on studying topics through questions, predictions, and hands-on investigations to foster children’ s curiosity and deep thinking( Michalopoulou 2014). By designing opportunities for children to engage in learning through inquiry, teachers can embed complex ideas and skills that honor each child’ s contributions. When inquiry-based learning includes carefully scaffolded and planned learning experiences, it can build on children’ s knowledge and skills in various domains and help establish a foundation for future school success( Katz et al. 2014; Helm et al. 2023).
The project approach intentionally integrates inquiry through in-depth investigations connected to real-life topics. It is an approach teachers can implement to follow children’ s interests, adapt learning experiences based on children’ s wonderings, and align with overarching learning goals( Katz et al. 2014; Helm et al. 2023; Damjanovic & Ward 2024). The flexible,
Curricular Practices in Context
Our experiences with inquiry-based approaches stem from not one but two lab schools. This article focuses on our time at the university-based lab preschool discussed in the introduction, but we have deepened our knowledge in this area as faculty at Northern Arizona University and with educators at that university’ s Early Learning and Development Center. Both programs ground their approaches in an inquiry-based philosophy, and educators follow the project approach. Both demonstrate how educators intentionally plan and facilitate projects in response to children’ s interests and learning goals.
The educators in these programs work to address learning goals by inviting the children to exercise their agency as they explore content and demonstrate their strengths, knowledge, and skills( Damjanovic & Ward 2024). Differentiated instruction allows them to support the children in expressing their ideas and skills through different methods, such as drawing, writing, or verbalizing their thoughts( Lowrey et al. 2017). In addition, by aligning their practices with the Universal Design for Learning framework, they can integrate multiple means for children’ s representation, action, and expression( Lohmann et al. 2018; Iris Center 2025).( For more on UDL, see“ Environment, Materials, and Instruction: Adapting a Curriculum to Support Children with Motor Disabilities,” by Temrah Okonski, on page 38.)
At our former university-based lab preschool, Ms. Evelyn and Ms. Kelly worked to create an inclusive setting for the 15 children in their preschool class. Some of the children’ s families had emigrated from countries such as China, Turkey, and Brazil. The emergent multilingual learners in the class spoke Chinese, Turkish, Spanish, Portuguese, and Arabic in addition to English. Two of the children required supports to address speech delays, and one child had been diagnosed with autism spectrum disorder. The teachers embedded scaffolded opportunities for each child to share their learning throughout the year. For example, they
› Allowed the children to draw, act out, or use blocks to represent their ideas
› Encouraged children to contribute to the class’ s topic webs using various methods, such as drawing on sticky notes and dictating their ideas to the teachers
› Provided picture prompts to scaffold children’ s thinking
By using these approaches and other authentic assessment methods, Ms. Evelyn and Ms. Kelly were able to collect evidence of children’ s learning systematically. They reviewed the children’ s work samples weekly to inform learning goals and instructional plans.
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