We’ve spoken at length about the connection between EYLF and play-based learning, however another great learning pedagogy we use with our children is also inquiry-based learning, a powerful approach that places children’s curiosity at the centre of their learning journey.
Inquiry-based learning is a child-centred approach where learning begins with children’s questions, ideas, and interests. Instead of being directed by a fixed curriculum, children are encouraged to investigate, explore, and construct their own understanding. It is a very active form of learning. This blog explains how we bring this to life at Bridge Road ELC.
In this blog, we’ll look at the nature of inquiry-based learning, how it’s a critical aspect of your child’s learning journey, and how we implement it at BRLEC.
Supporting the EYLF Childcare Learning Approach
Bridge Rd ELC is guided by the Early Years Learning Framework (EYLF). This framework ensures that early learning programs support children’s development in a meaningful, consistent, and holistic way.
Inquiry-based learning supports the principles of the EYLF by building on each child’s strengths, promoting agency, and connecting learning to real-world experiences.
The Department of Education shows that inquiry-based learning has many benefits, such as:
- Build social interaction skills by encouraging children to generate their own ideas and critiques
- Encourage exploration, therefore developing curiosity, resilience, and optimism
- Creates a safe and supportive environment for children to engage in discussion and debate, particularly scientific discussions
- Develop positive attitudes to failure, and frame it as an important part of the problem-solving process
Bringing It to Life at Our Early Learning Centre in Richmond
Our inquiry-based approach follows a process guided by both child-led interests and broader developmental themes across the year. Each term, we shape inquiry projects around key ideas such as identity, expression, change, and connection to our world. For example:
- Term 1: All About Me
- Term 2: Expressing ideas and creativity
- Term 3: Understanding change in the world
- Term 4: Exploring the environment and our bodies
Within these themes, children’s voices guide the direction of learning. Here’s an example of how we structured our inquiry-based lesson for Term 1: All About Me.
All About Me: Inquiry into Likes and Dislikes
During Term 1, children explored the concept of identity through an inquiry into likes and dislikes. This project began with simple but meaningful questions such as:
“What does it mean to like something?”
The children shared thoughtful yet simple responses:
- “That you like it so much and don’t stop liking it”
- “When you play with it all day and every day”
- “Cuddles with mum and dad”
- “Patting my dog”
As the inquiry developed, children explored not only their preferences but also the idea that people can feel differently about the same experiences. For example, discussions about rainy days showed how diverse their perspectives were:
- “Because we can jump in muddy puddles”
- “I can wear gumboots”
- “We can collect water in buckets”
Through these conversations, children began to understand that all thoughts, however different, are valid. This is a key part of developing empathy and social awareness.
The Process: How We Go From Curiosity to Deep Learning
We also scaffolded the likes-and-dislikes discussion into other themes, such as “what country were our parents born in?” or “what foods do I enjoy most?” Here’s a typical scenario of how we guide children through the inquiry-based learning process.
- Exploration and Discussion: Children engage in small group conversations about their experiences, preferences, and ideas.
- Observation and Interest-Led Learning: Educators observe and identify patterns and interests that can be extended into deeper learning experiences.
- Emotional and Social Reflection: Children explore the connection between their thoughts, feelings, and experiences, developing emotional literacy and empathy.
- Planning: Educators use children’s voices to guide their classroom activities and resources.
This process aligns strongly with EYLF Outcome 1 (sense of identity) and Outcome 4 (confident and involved learners), as well as NQS Quality Area 1, which focuses on intentional, responsive teaching practices.
The Role of Educators in Inquiry Learning
Our educators are the key personnel throughout the inquiry process. Rather than directing learning, they act as guides to encourage learning and discussions.
Some of the ways educators support inquiry include:
- Open-ended questioning to encourage deeper thinking
- Active listening to understand children’s perspectives
- Scaffolding learning by building on existing knowledge
- Gentle provocations that inspire curiosity and exploration
- Validating children’s ideas to build their confidence
The Environment Matters
The learning environment is highly important in inquiry-based learning. At Bridge Road ELC, we consistently ensure that classrooms and outdoor spaces are set up for this. It includes:
- Cozy areas for small group discussions
- Open-ended materials such as drawing tools and sensory items
- Books that support emotional and social learning
- Natural outdoor spaces with plenty of flora and fauna
- Tools such as clipboards, cameras, and charts for documenting ideas – perfect for rainy days.
Learning Outcomes: What Our Children Gain from Inquiry-Based Learning
Our venture into inquiry-based learning has shown significant developmental outcomes. Here are some of the key ones:
- Strong sense of identity by expressing their preferences and experiences
- Emotional literacy by understanding and respecting different feelings
- Empathy and social awareness through group discussions
- Critical thinking by explaining and justifying their ideas
- Communication skills through conversations and storytelling
Parents got involved in the process too, contributing by sharing stories about their favourite activities, countries of birth, and family life. Some families engage through Storypark by sharing photos and experiences from home.
Be Part of Our Unique Approach
At Bridge Road ELC, we believe that inquiry-based learning should integrate with the child’s agency and interest, be culturally responsive, and show depth.
Rather than short-term activities, we build long-term inquiry projects that come directly from children’s genuine questions and interests, such as the likes/dislikes exploration that evolved into self-portraits, cooking, and cultural sharing. This child-led continuity produces deeper conceptual understanding and authentic skill development.
We also enrich their learning with strong documentation practices, family partnerships, and connections with local communities (including Wurundjeri Elders). As an early learning provider in Melbourne that has shown Exceeding NQS service across all seven Quality Areas, we are proud to continue this learning approach in our classrooms.
If you’re looking for an early learning environment where your child’s curiosity is celebrated and their voice is heard, we invite you to connect with our team or schedule a visit to our centre.
