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Inquiry-Based Learning Approach in Preschool - The Schoolhouse

Inquiry-based learning may sound like a complex educational theory, but at The Schoolhouse by Busy Bees, it begins with something very simple and natural: Play. We believe that curiosity is the heartbeat of learning, and that nurturing it from the start creates confident, independent learners with a lifelong love for discovery.

Here, learning isn’t about memorising the right answers. Through our inquiry-embedded play approach, we empower children to ask ‘why’, explore ideas, and build understanding through play-facilitated hands-on experiences. These playful investigations aren’t just fun; they lay the foundation for critical thinking, confidence, and a genuine love of learning that lasts far beyond the preschool years.

What Is Inquiry-Based Learning in Preschool?

Inquiry-based learning is an educational approach where children are encouraged to lead their own learning through exploration and questioning. Instead of being given ready-made answers, children are invited to ask ‘why’, ‘what if’, and ‘how’, and are supported to find their own answers through hands-on investigation [1, 2].

At The Schoolhouse by Busy Bees, our educators act as facilitators rather than instructors. They observe, provoke thinking, and guide children to make connections based on their own interests and experiences. In doing so, children build critical thinking and problem-solving skills that extend far beyond the classroom [3, 1].

‘Inquiry-based learning encourages children to build their own understanding through hands-on exploration and active questioning.‘ [2]

Types of Inquiry-Based Learning Approaches

At The Schoolhouse by Busy Bees, we tailor the inquiry experience through a continuum of approaches based on each child’s developmental readiness and curiosity [4, 5]:

  • Confirmation Inquiry
    Children are given a known question, outcome, and method, and they test the process themselves. This builds confidence in using inquiry tools such as observation and testing. It’s a safe introduction to the inquiry cycle, ideal for younger preschoolers developing early independence [6].
  • Structured Inquiry
    Children are given a guiding question and investigation method but are responsible for drawing their own conclusions. This encourages analytical thinking and introduces scientific reasoning in a scaffolded way [7, 8].
  • Guided Inquiry
    Educators pose an open-ended question, but children collaboratively determine how to investigate. This supports collaboration, reflection, and deeper ownership of learning while teachers guide and extend thinking [9, 10].
  • Open Inquiry
    Children formulate their own questions, design their investigation, and share their conclusions. It’s the most autonomous approach, often emerging from long-term projects and play-based exploration. Children become authors of their learning [1, 11].

Each of these approaches support skills development in observation, problem-solving, communication, and creativity. These skills are vital for preschoolers as they build foundational thinking for the future [3].

Why Inquiry-Based Learning Matters in Early Childhood

Young children are naturally inquisitive. They want to touch, test, observe, and understand. Inquiry-based learning taps into this innate drive, nurturing wonder and naturally benefiting their overall development.

1. Encourages Critical Thinking

Inquiry-based learning supports the development of cognitive skills by encouraging children to evaluate, reflect, and problem-solve [2, 1]. These are not abstract skills, rather they emerge when a child is faced with everyday curiosities, such as trying to build a stronger bridge with blocks, testing how shadows change throughout the day, or guessing why some objects float while others sink.

2. Builds Confidence and Independence

Inquiry-based learning builds agency. When children are trusted to follow their own questions, they begin to see themselves as capable and competent learners [1,12]. As they navigate challenges, they develop the resilience and motivation to try again.

3. From Knowing to Understanding

Rather than memorising facts, children internalise concepts and construct meaningful knowledge by experiencing things firsthand [1,13]. Neuroscience shows that this kind of active, sensory-rich learning strengthens neural connections in the brain, making the knowledge more likely to stick and be recalled later [14]. In other words, when children are fully engaged in learning, their learning lasts.

4. Sparks a Love for Learning

Inquiry nurtures joy in discovery. When children are free to explore, ask questions, and follow their ideas, they begin to see learning as exciting and worth pursuing [15, 3]. This mindset becomes the foundation for lifelong learning.

How The Schoolhouse by Busy Bees Embeds Inquiry-Based Learning through Play?

At The Schoolhouse by Busy Bees, our curriculum is grounded in the inquiry-embedded play approach. We believe that play is a powerful context for learning, where children feel safe to take risks, test ideas, and express their thinking.

Children are seen as capable, curious individuals who co-construct knowledge with their peers and educators [16]. Our educators take time to build meaningful relationships with each child, creating an emotionally secure environment for exploration and creativity [17].

Our classrooms are intentionally designed with open-ended materials and carefully curated provocations that invite children to question, wonder, and build their own understandings. 

For example, a simple tower of blocks may lead to an inquiry about height, weight, and balance. Educators may ask: ‘Why did it fall?’ or ‘What could make it stronger?’ Through this, children engage in problem-solving, reasoning, and communication, all through play!

How Parents Can Foster a Love of Discovery at Home?

Inquiry shouldn’t end at school—it thrives when supported at home, too. Here are simple ways parents can encourage exploration and inquiry:

  • Ask open-ended questions like, ‘What do you notice?’ or ‘What else could we try?’
  • Give your child time and space to explore freely, even if it’s messy or unpredictable.
  • Let your child lead sometimes. Follow their interests and ideas.
  • Encourage drawing, storytelling, building, and pretend play as ways to express thinking.
  • Celebrate ‘why’ questions as signs of growing minds.

     

By partnering with us, families play a key role in building a strong foundation for lifelong learning

Inquiry-Based Learning: A Pathway to Lifelong Growth

Inquiry-based learning allows children to make sense of the world in their own way, at their own pace. It nurtures critical thinking, independence, and interest; skills that are essential in today’s ever-changing world.

At The Schoolhouse by Busy Bees, we’re proud to offer a preschool curriculum in Singapore that is rooted in inquiry, play, and respect for each child’s voice. Through our inquiry-embedded play approach, we help children grow into confident learners,  ever-ready for the next stage of their journey and beyond.

Curious to learn more?
Book a tour and discover how our inquiry-led environments spark a love for learning.

Frequently Asked Questions (FAQs)

  1. What is inquiry-based learning in simple terms?
    It’s a learning method where children explore by asking questions and finding answers through hands-on play and discovery.
  2. Will my child still learn core skills through inquiry-based methods?
    Yes. Literacy, numeracy, emotional regulation, and problem-solving are naturally embedded through inquiry and play [7, 8].
  3. How is this different from traditional preschool teaching?
    Instead of being told what to learn, children explore, investigate, and form their own understanding with guidance from the educators.
  4. Can shy or quiet children benefit from inquiry-based learning?
    Absolutely. Inquiry respects different learning styles. Children can express themselves through drawing, movement, observation and more [11].
  5. How do educators support my child during inquiry?
    Educators act as facilitators. They observe, ask meaningful questions, and offer tools and time for exploration.
  6. Will inquiry-based learning prepare my child for primary school?
    Yes. It builds confidence, collaboration, critical thinking, and adaptability; skills that set children up for success in school and in life [3].

References:

  1. Gholam, A. (2019). Inquiry-Based Learning: Student Teachers’ Challenges and Perceptions. Journal of Inquiry & Action in Education, 10(2), 112–133. https://files.eric.ed.gov/fulltext/EJ1241559.pdf
  2.  ​​Harlen, W. (2013). Inquiry-based learning in science and mathematics. Review of Science, Mathematics and ICT Education, 7(2), 9–33. https://doi.org/10.26220/rev.2042
  3. Qablan, A., Alkaabi, A. M., Aljanahi, M. H., & Almaamari, S. A. (2024). Inquiry-Based Learning. Advances in Educational Technologies and Instructional Design Book Series, 1–12. https://doi.org/10.4018/979-8-3693-0880-6.ch001
  4. Banchi, H., & Bell, R. (2008). The Many Levels of Inquiry. Science and Children, 46(2), 26–29. https://www.michiganseagrant.org/lessons/wp-content/uploads/sites/3/2019/04/The-Many-Levels-of-Inquiry-NSTA-article.pdf
  5. 6 Benefits of Inquiry-Based Learning in the Classroom. (2025, June). Grand Canyon University. https://www.gcu.edu/blog/teaching-school-administration/6-benefits-inquiry-based-learning-classroom
  6. Blundell, L. (n.d.). Enquiry Based Learning. University of Liverpool. https://www.liverpool.ac.uk/centre-for-innovation-in-education/resources/all-resources/enquiry-based-learning.html
  7. Avsec, S., & Kocijancic, S. (2016). A Path Model of Effective Technology-Intensive Inquiry-Based Learning. Educational Technology & Society, 19(1), 308–320. https://eric.ed.gov/?id=EJ1087109
  8. Attard, C., Berger, N., & Mackenzie, E. (2021). The Positive Influence of Inquiry-Based Learning Teacher Professional Learning and Industry Partnerships on Student Engagement With STEM. Frontiers in Education, 6(1). https://doi.org/10.3389/feduc.2021.693221
  9. Pedaste, M., Mäeots, M., Siiman, L., de Jong, T., van Riesen, S., Kamp, E., Manoli, C., Zacharia, Z., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14(14), 47–61. https://doi.org/10.1016/j.edurev.2015.02.003
  10. Caswell, C., & LaBrie, D. (2017). Inquiry Based Learning from the Learner’s Point of View: A Teacher Candidate’s Success Story. Journal of Humanistic Mathematics, 7(2), 161–186. https://doi.org/10.5642/jhummath.201702.08
  11. Gantt, B. (2021). Perceptions of the Reggio Emilia Approach to Early Childhood Perceptions of the Reggio Emilia Approach to Early Childhood Education Education. https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=11129&context=dissertations
  12. Öztürk, B., Kaya, M., & Demir, M. (2022). Does inquiry-based learning model improve learning outcomes A second-order meta-analysis. Journal of Pedagogical Research, 6(4). https://doi.org/10.33902/jpr.202217481
  13. Bruner, J. S. (1977). The Process of Education. Harvard University Press. http://edci770.pbworks.com/w/file/fetch/45494576/bruner_processes_of_education.pdf
  14. Willis, J. (2007). Brain-Based Teaching Strategies for Improving Students’ Memory, Learning, and Test-Taking Success. Childhood Education, 83(5), 310. https://eric.ed.gov/?id=EJ770920
  15. Gu, X., Chen, S., Zhu, W., & Lin, L. (2015). An Intervention Framework Designed to Develop the Collaborative Problem-Solving Skills of Primary School Students. Educational Technology Research and Development, 63(1), 143–159. https://eric.ed.gov/?id=EJ1050876
  16. Nxumalo, F., Gagliardi, L.-M., & Won, H. R. (2020). Inquiry-Based Curriculum in Early Childhood Education. Oxford Research Encyclopedia of Education. https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-1064
  17. Probine, S., Perry, J., Joanne Marie Alderson, Yo Heta-Lensen, Burke, R., & Fiona Louise McAlevey. (2023). Inquiry-based project learning as an approach to foster wellbeing, sustained focus, and bi-cultural practice in early childhood education. Australian Journal of Early Childhood, 49(1). https://doi.org/10.1177/18369391231212685
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