The premise of the inquiry process is that children and educators are co-constructors of knowledge (Reynolds, 2012). As opposed to 19th century teaching practices, where the teacher was seen as the source of all knowledge and had the responsibility of passing that knowledge on to children, teachers using the inquiry approach have the role of facilitating an environment where children can construct their own learning (Reynolds, 2012). In the inquiry based approach, th...
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When using the inquiry process children and educators co-construct knowledge. There are many different models, but they all follow a similar pattern of defining the inquiry or problem, asking questions, gathering information and analysing the information, then reflecting on the information to make conclusion or take action. The EYLF, the AC and the NSW Syllabus all use the inquiry process in the History branch to explore the important and relevant topic of family in the early years. There are a few limitations to the inquiry process, but they can be easily overcome by the thinking educator. Clearly, the inquiry process is an exemplary way for student to delve more deeply into their family history and that of others around them to discover more about the places they belong to and perhaps how they can influence what these places will become in the future.
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