Inquiry and Reflection in Constructivist Curriculum

What is inquiry? Inquiry is the action of asking for information.

In our classroom we support your children in their learning by allowing them to make discoveries for themselves rather than to try to fill them with information.

Take a look around the classroom the next time you come in and observe the following.

A two year old child is taking different sized balls and attempting to put them into various sized containers and tubes. He experiences that some successfully drop into the container and that others sit on top of the container while others flow through a tube.

As a teacher I stay close to this activity. During this inquiry IF the child engages me visually or verbally, I might describe what is happening with the size of ball and container expanding the child’s vocabulary and knowledge. I will remain close to the activity allowing the child to discover on his/her own only adding information to his play when asked.  I might make an inquiry of our own by wondering “what happened here?” and then we flow into reflection.

Reflection is analyzing one’s actions, decisions or outcomes focusing on the process of achieving the results one wanted. The intention is to get meaning from the experience.

Your child will reflect on the experience by either continuing the same actions or changing how he approaches the balls and containers.

As a teacher I will reflect here on how I can add to the inquiry for the child.

I reflect:

Should I add more materials or provide a similar activity with different objects?                                              Should I add more vocabulary?

Should I interrupt the activity at all?

This last reflection is the hardest of all. Often the inquiry needs no interruption. I might recall with the child later in the day. I will then reflect and select other materials which will challenge the size/shape inquiry for your child thus enhancing his knowledge.

Ask me about inquiry and reflection if you have questions!