Shells are often used in early childhood education and care. Every centre I visited had shells stored somewhere or used for ocean-based play spaces. But have you ever noticed that shells have an enormous potential for inquiry-based learning (IBL)? For example, you can start an interesting inquiry about shells, using modern approaches to pedagogy, e.g. new materalism, posthumanism or constructivism.

IBL or Inquiry-Based learning has become an essential pedagogical approach in the early childhood sector. Victorian Institute of Teaching set up an inquiry project as a pre-requisite for full teaching registration. The integration of IBL into the Early Years Learning Framework also highlights its significance in fostering children’s curiosity and collaborative learning. In this blog post, I will talk about an inquiry-based nature learning program focusing on shells.

Why Inquiry-Based Learning

Inquiry-based learning supports children’s curiosity and problem-solving skills through exploratory techniques and stimuli. By engaging in group work and community-minded projects, children develop critical thinking, collaboration, and communication skills. As Bruner (1990) suggests, these experiences enable children to become active participants in their learning journey, constructing knowledge and understanding through various means.

Murdoch (2015) talks about the role of educators in facilitating inquiry-based learning by posing open-ended questions that encourage children to think critically and express their ideas. This approach not only nurtures children’s intellectual growth but also fosters a deeper connection to real-world scenarios and nature.

Mind Map on Shells

Our inquiry-based learning program on shells is designed to engage children through various experiences and resources. Here are the key components:

What Animals Have Shells?

Introduce the concept of shells through group discussions and outdoor explorations. Use books like “Seashells More Than a Home” by Melissa Stewart to support learning. Children compare different species and their protective shells, fostering their understanding of similarities and differences in the animal kingdom.

Resources:

• Posters and books about shells and animals

Different shells and why are they different?

Using posters and shell samples, children identify which species the shells belong to and compare their physical characteristics. This activity enhances their critical thinking and research skills.

Resources:

• Posters, different shell invitations, collections

Where can you find shells?

Children learn about habitats suitable for different shelled species through YouTube stories and habitat trays. They classify animals based on their survival needs and create representations using natural materials.

Resources:

• Habitat trays, printed animal pictures, natural materials

What animals have shells?

Children can observe different animals with shells, including their habitats. This activity supports their connection with nature, observational skills, literacy and creative skills. They can draw as they observe, take pictures and have discussions in small groups

Resources:

• Observations of nature, drawing materials, books, clipboards

What did we learn about shells?

Children share their representations and discuss what they have learned about shells and other-than-humans who live in shells. This discussion forms a summative assessment, highlighting their understanding and engagement.

Resources:

• Representations, books, posters, documentation, final mind-map

Ethical Considerations

It is important to make sure that you apply ethical practices in nature learning. For example, I avoid setting up snail play spaces with real snails now. I teach careful handling of living creatures. We may consider whether it is ok to take shells from the beach and whether we have to return them.

This simple inquiry-based learning program on shells shows the benefits of integrating nature pedagogies and inquiry-based approaches. By fostering children’s curiosity and critical thinking, you can prepare them for lifelong learning and community involvement. Just make sure that your inquiry is not turning into a theme-based approach!

References:

• Bruner, J. (1990). Acts of Meaning. Harvard University Press.
• Carson, R. (1956/1987). A Sense of Wonder. Harper and Rowe.
• Curtis, D., & Carter, M. (2012). The Art of Awareness, Second Edition: How Observation Can Transform Your Teaching. Redleaf Press.
• Murdoch, K. (2015). The Power of Inquiry. Seastar Education.
• Pelo, A. (2012). At the Crossroads: Pedagogical Documentation and Social Justice. https://www.reggioalliance.org/downloads/insights_ch10_1.pdf
• Queensland Government. (2023). Inquiry Learning. Early Childhood Education and Care. https://earlychildhood.qld.gov.au/early-years/age-appropriate-pedagogies/approaches/inquiry-learning
• Taylor, A. (2013). Reconfiguring the Natures of Childhood. Routledge.
• Young, T., & Elliott, S. (2004). Just Discover: Connecting Young Children with the Natural World. Tertiary Press.