Importance Of Pedagogical Approach

Early learning within the Humanities area lends itself to inquiry based learning strategies within a constructivist-learning environment. Examine and evaluate this pedagogical approach and the inquiry based learning approach and develop a balanced argument for how and why it can help young children explore their world through the social sciences.

Introduction (NEED TO ADD MORE)

History and geography involves the study of the past and the present. The inquiry process connects children’s previous knowledge with new knowledge, which allows them to draw conclusions and new understanding about the world around them. This essay explores reasons why inquiry is helpful to young learners in exploring the world around them, attempts to address some

It allows teachers to organise their essential question or learning outcomes into scaffolded categories in order to increase thinking in small manageable steps. Lower order thinking skills are less demanding and engaging than the higher order thinking skills. While emphasis is placed on higher order thinking skills, the challenge must fall within certain limits of the learner. This is where Vygotsky 's Zone of Proximal Development comes in. Any task or question that is asked that stays within the boundaries of what a child knows or has mastered might be perceived as non engaging. When an activity or question is asked in the area of what can be learned with assistance this is called the ZPD. The aim within the inquiry classroom is to master the art of questions, placing them within the right levels of thinking with just enough of a challenge, children go in search of their own answers. Obviously the ZPD is different from one child to another and therefore the constructivism principle/inquiry approach of building on prior knowledge allows children to work within their zones. Taking this into account, IBL allows different learners with different ZPDs to break away from producing the same thing, the same way using the same tools.

Link inquiry process to history/geography (Reynolds, 2012, p.68).

Children’s differences (perspectives) privilege them, cause they know things that no-one else knows and could bring to the room (discussion) no-one else could bring and allows each child to work at their individual skill level and overall understand the topic more deeply.

Paragraph 3: Challenges of IBL/Art of asking questions (NEED TO FATTEN