When I started working with young children many years ago, it was accepted as a norm to support children’s interests and inquiries. Yet, it was done in non-so-authentic, teacher-directed and, at times, non-sustainable way.

This approach was called “a theme of the week/ month” approach or “an interest table”. I remember during my first preschool placement at Rowille Kindergarten in Melbourne, I followed what was accepted as a norm. My mentor and my university professor challenged me to go beyond simple art and craft activities set up for children interested in snakes, dinosaurs and lizards. I was exposed to the concepts of intentional teaching, “emerging curriculum” and the ideas of Lev Vygotsky and Barbara Rogoff.

I hope this article will help to make more sense of inquiry-based learning and true play, as opposed to weekly theme/interest centre approach.

Some typical theme-based characteristics are:

• The theme-based approach in early childhood education and care is a teaching method that revolves around a central theme or topic, which is used to structure all aspects of the learning experience.
• The approach is used to engage young children in meaningful and developmentally appropriate learning activities that are relevant to their interests and experiences. BUT!
• The teacher takes the lead in planning of all activities.
• The theme-based approach typically involves the TEACHER selecting a theme or topic that is relevant to the children’s lives, interests, and experiences. Or the teacher often sets up a theme they prefer or have resources for. In this case, it is not child-centered learning and it cannot be counted as inquiry-based learning.
• This theme is then used to plan a series of activities and experiences that are designed to help children explore the theme in a variety of ways.
• For example, if the theme is “Australian animals,” children might engage in activities such as dressing up as koalas, wombats, echidnas and lizards, cutting out koala shapes from paper, colouring in, making a collage with gum leaves to represent koala habitat. They may be exposed to the songs about koalas and wombats, such as “Platypus, echidna”. Educator may read stories about Australian animals.
• Children may be provided with wooden blocks to build the tunnels for wombats and will be encouraged to jump like a kangaroo, walk like a wombat, waddle like a penguin. Another key difference between the two approaches is the role of the teacher. In a teacher-led approach, the teacher is seen as the expert and the authority figure in the classroom. In contrast, in a child-centered approach, the teacher is seen as a facilitator or guide who supports children’s learning by providing resources and guidance, rather than as an authority figure.

What is wrong with this approach? Sounds good enough…

The main difference between teacher-led theme-based approach and child-centered inquiry-based learning is the level of control over the learning experience.

In a teacher-led theme-based approach, the teacher takes the lead in selecting the theme or topic, planning the activities, and guiding the learning experience.

The teacher decides what materials and resources will be used and how the activities will be structured.

While the teacher may take input from the children, the overall direction and control of the learning experience remain with the teacher.

On the other hand, in a child-centered inquiry-based learning approach, the children take the lead in directing their own learning experience. The teacher provides a framework or structure for the learning, but the children are encouraged to ask questions, explore ideas, and investigate topics that interest them. The teacher facilitates the learning process by providing resources, guidance, and support as needed, but the children have more control over the direction and pace of their learning.

Another key difference between the two approaches is the role of the teacher. In a teacher-led approach, the teacher is seen as the expert and the authority figure in the classroom. In contrast, in a child-centered approach, the teacher is seen as a facilitator or guide who supports children’s learning by providing resources and guidance, rather than as an authority figure.

To be honest, I prefer child-centered inquiry learning approach, with elements of intentional teaching. For example, as an early childhood teacher, I would still brainstorm possibilities or learning opportunities.

They may involve: music (songs about Austrlaian animals), dancing with scarves, masks, ribbons; books about Australian animals; incursion or excursion, where children can see real animals and talk to the rangers about what interests them; pictures of animals and animal figurines will be offered for free play, in addition to loose parts, dramatic play and sand play. I will provide children with cameras, iPADs, clipboards and pencils to research through observing, delving deeper and investigating.

I will also consider how I can start with the evaluating children’s current knowledge and interest. What do they know about Australian animals, what are their experiences, what are their funds of knowledge?

Intentionally, I may tell the story of Tiddalick the Frog to incorporate the First Australian perspective

1. Brainstorming: Ask children to brainstorm a list of animals that they know or have heard about that live in Australia. This could be done as a group or individually.
2. Research: After the list has been generated, the teacher could guide the children in selecting a few animals to focus on. The children could then conduct research on these animals using a variety of resources such as books, websites, and videos.
3. Observations: To deepen their understanding of the animals, the children could observe real or simulated versions of the animals. They could visit a zoo or wildlife sanctuary, watch videos, or look at pictures of the animals. We have Cranbourne gardens nearby or we can watch real life camera like this one https://www.youtube.com/watch?v=XG5yeaHjNAU
4. Inquiry-based activities: Based on their research and observations, the children could engage in a variety of inquiry-based activities. For example, they could:
   • Create a classification chart of the animals they have researched (with support from the teacher)
   • Draw their favourite animal
   • Compare and contrast the habitats of different animal
   • Create a model of an animal’s habitat using clay or loose parts
   • Discuss how human activities impact the animals’ habitats and brainstorm ways to reduce this impact
   • Pretend to be different animals to investigate the way they move, sleep etc.

5. Reflection: Throughout the inquiry-based learning experience, the children should be encouraged to reflect on what they are learning and how it relates to their lives. They could create a reflection journal or a floor book or participate in group discussions to share their thoughts and insights.

Overall, an inquiry-based learning approach to Australian animals would involve children actively exploring and investigating the topic through a variety of hands-on and interactive activities. The teacher would play a facilitator role, guiding and supporting the children’s learning while allowing them to take the lead in their own investigations.