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I think working more with small groups rather than large  groups for long periods on the mat.

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I think working more with small groups rather than large  groups for long periods on the mat.

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I think Kindergarten and year O do this really well, and the transition is really smooth, especially since we looked at changing the classrooms in year o to promote play. I don't see the other year levels enough to comment on them.

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I think Kindergarten and year O do this really well, and the transition is really smooth, especially since we looked at changing the classrooms in year o to promote play. I don't see the other year levels enough to comment on them.

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I believe that children need to feel safe and secure to learn. They are active in their learning. They come with natural curiosity and a thirst to explore and play. They naturally want to test their theories of the world. They come with different learning styles and from different cultures, so often have different perspectives of the world.

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I believe that children need to feel safe and secure to learn. They are active in their learning. They come with natural curiosity and a thirst to explore and play. They naturally want to test their theories of the world. They come with different learning styles and from different cultures, so often have different perspectives of the world.

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I think we are very similar. We value the child as an active learner. We observe the children to see their current theories, interests and understandings, and then collaboratively plan and create activities that help the children make connections.

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The learner should be at the centre of inquiry. Their interests and questions should be promoted. We should observe and document these and create activities that help the child build upon their current understanding.

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T

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Our time table is full that the higher up you go the harder it becomes to give the learners uninterrupted time for their own inquiry. Teacher observation of how an individual child is learning is very important. We have to work on a balance of more formal instruction along side child led inquiry.

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As an educator it is my role to offer a safe, secure,  inclusive and rich environment which allows them to explore and experiment at their own pace. The freedom to develop and integrate their understanding by "doing". Being respectful in my delivery in that it is a partnership between the teacher, child and family. The child has a voice and needs to be heard and is valued. 

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As an educator it is my role to offer a safe, secure,  inclusive and rich environment which allows them to explore and experiment at their own pace. The freedom to develop and integrate their understanding by "doing". Being respectful in my delivery in that it is a partnership between the teacher, child and family. The child has a voice and needs to be heard and is valued. 

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I value that young learners are strong, very capable and resilient with a natural thirst for being curious and inquisitive. They see the world with a wonderment and have a desire to acquire knowledge.

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I value that young learners are strong, very capable and resilient with a natural thirst for being curious and inquisitive. They see the world with a wonderment and have a desire to acquire knowledge.

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At Kristin, we are lucky that children can have easier and smoother transition moving from one setting to another. Teachers can scaffold each child's transition by sharing their prior learning experiences. (most of times)

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We consider our children as competent and capable learners. It starts from packing and unpacking their bags which sometimes can lead to an educational conversation with parents, too.
We value including the voices of children and their parents and wider community through Storypark and discuss and discover session.

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I think across the Kindy and Junior School community this concept is being explored and taken on board that young learners need to be active learns and that inquiry play can provide this platform. I think that we are all still working through what is play, what is inquiry play and what is directed play.

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I believe that young learners learn best by doing. They need hands on trial and error play, this sensory exploration helps them make sense of the world around them. They also need strong role models. Young learners imitate what they see others say and do. When learning is role modelled for them without them being told this is the only way they have the opportunity to follow a scaffold on which to construct their own understanding. Children learn in a variety of ways and at different rates and need to be given small group and one one time to help them go forward in their learning. At the froefront of it all young learners need to feel safe, secure and valued in order for them to take risks in their learn.

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Learning spaces should be safe, promote exploration, actively engage learners so they can discover, wonder, and question. These spaces should be made collaboratively with the learners as well.

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I think we share many similar beliefs about practice such as our learning space reflecting children's learning experiences, our practice based on research 'learning through play', and offering children beyond the classroom (bush-walk).

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Writing down children's questions and wonderings and revisiting this as you work alongside them in their play. The post it's trigger your memory of what track they were going down

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I believe collaboration helps children to discover their own strengths, interests, and capabilities, but also to find each other's. That includes collaboration between teachers and children, their families, and colleagues. By doing that, I believe children can feel that they are acknowledged and ownership to their work, too.

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Children are capable, knowledgeable, curious and competent learners. I believe that relationships and communications are central to their learning. Not just with children also families. The children go home and continue exploring their inquiry. In this point, we are doing a great job in collaboration with families through Storypark, face-to-face interactions, newsletters, Discover and Discuss session ect.

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Our planning has been a lot more open this tern. We have a rough idea from children's interests but are flexibility to go with them in their wondering. Then we fill the planner afterwards. More child led and authentic.We have been packing up as much encouraging the children to re-visit once they return

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This term I have found modelling to the children in a group before we start something has been a great opportunity for them to share ideas, and reflect collaboratively. Once we've had a chat and delved deeper the children are free to explore within their environment (that has been purposefully set up) while we pull 2-3 children at a time. This has been great in terms of interrupting their flow.

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I like how they focused on observing the children and listening to them. May be reflecting on our provocations can help us achieve this. They have some really cool questions in the article o consider while we reflect on the provocations provided.
I like how we have started to work with children in small groups and giving them enough notice before we interrupt their play.
May be we can use this small group approach when we ask questions related to inquiry as well.

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I think the follow on from Kindergarten into Year 0 supports meaningful inquiry really well. Which then connects strong links between the whole learning community. As a group of teachers we have a shared understanding of meaningful inquiry and really strive to provide learning/provocations that will drives each child's curiosity.

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We take into considerations children;s interests and their abilities before we pose a task to them to problem solve.
We think of them as capable and competent and take into account their curiosity and prior knowledge to further their interest.

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I believe that teachers and children work in partnership. Teachers give the opportunity to the children to explore, problem solve and ask questions. This helps children to take ownership of their learning. Teachers observe and document children's learning and further their interest by providing more experiences and questions. Off course this involves setting boundaries.

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These are some similarities which I found:
Learning through play
Providing provocations
Learning beyond the class room
making learning visible through story park and wall displays
Discover and Discuss

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The inquiry has to revolve around the learner.
Give children the opportunity to question, wonder and take ownership of their own learning
There have to be opportunities for exploration through play

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We could create more inviting learning spaces (provocations) that promote children exploration, risk-taking and learning. As a teacher, it is a bit challenging how to make the most of their inquiry learning without much teacher's interruption.

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They are capable, unique and creative. They learn differently with different pace and interest.

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I think we are similar. The posing of purposeful provocations is something I feel the Kindy does really well. I think we need to not feel that we have to have our teacher questions answered. If we drive our inquiry through the concepts the teacher questions can evolve alongside the student questions. We need to give them a chance to question first,

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That inquiry needs to look sound and feel exciting in order for the children to be actively engaged in their learning. That inquiry needs to open ended so that we can support the child's personal inquiry rather then theme teaching.

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Making learning visible through documentation and peer feedback.

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Inquiry involves a process of listening, proposing, reflecting and re-proposing in collaboration with the teaching team and children.

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I believe that the teaching team have a shared view and philosophy when it comes to how we respect and value the children as learnings. That we are consciously aware of how we are supporting learner agency and providing a learning space that reflect the child's needs, interests and strengths.

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I really like how the teachers observed the children using the learning space and different provocations. There was a real focus on listening to the children and giving them the freedom to explore spaces in their own time.
Observation plays a key part and working collaboratively with other team members.
I also really like the idea of Peer feedback, children communicating and sharing their ideas with one another.

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That we work in partnership with young children and their families. That we see children as competent and confident learners who are naturally curious and eager to explore. It is important that we listen and value their contributions, ensuring they feel respected and part of our learning community.

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We both see the importance of providing a learning environment that is actively engaging to students and provide opportunities for exploration. That we think carefully about the materials we choose and how the classroom is set up in a way that is inviting to the children.
The importance on relationships between teachers, children, parents, family and wider community. That we value the culture and life experiences of our families and that diversity is celebrated.

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That children are agents of their own learning. When children have choice and agency in how they spend their time, they build rich theories and are motivated to explore.

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We both see the importance of setting up a well thought out engaging environment for the children to work in. Everything is carefully planned out within teaching groups, reflecting children's interests, strengths and challenges they may face.

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We both value relationships and communications to be central to learning with a shared commitment to maintaining open dialogue, respect and collaboration with families.

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I feel our inquiry learning is very similar to what they do at the inter- community school.

Build relationships (engagement) -- share observations with the team -- find approaches to apply central ideas with children's shared interests -- create a range of choices where learners can discuss and apply knowledge and skills

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I like the idea in the article how they formed small "expert groups" based on interests of the individuals.

Good observations on children and communication within the team play a key part

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Developing shared beliefs between children, families and the community. 

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Developing shared beliefs between children, families and the community. 

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Embracing an approach where Questioning, wondering and theorizing alongside children as they learn and explore.

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That we as teachers need to understand inquiry-based learning and what it looks like in and ECE setting. Having a strong knowledge base about play and how that sit within the Inquiry process. And as teachers that we see the image of a child is capable, unique and creative being that is nurtured in a trusting environment.

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Respect works both ways. Just because they are small their voice needs to be heard just like anyone elses. Children should be given the time to express their feelings in a respectful manner whilst listening to them. And be empowered by us to know they can give anything a go within their environment.

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I believe young learners are naturally curious, capable in exploration and observing, and able to communicate in multiple ways.

Thus educators should strive to  create an environment/culture where has opportunities for communication and collaboration, exploration is inviting, learning is genuine and meaningful to the young learners.