Tag: project based approach

Theme-based vs Inquiry-based learning: do you know the difference?

~ Storykate ~ Leave a comment

Hey educators! Are you curious about the best ways to engage young learners? While supporting play-based learning, consider how adding inquiry can enrich your program. To implement proper inquiry-based learning, we need to be very clear about the key differences between theme-based and inquiry-based learning. Can you guess which approach is outdated and which sparks curiosity and fosters deeper understanding in children?

AspectTheme-Based LearningInquiry-Based Learning
DefinitionStructured around specific themes or topics.Driven by children’s questions, curiosities, and interests.
Teacher’s RoleCentral, as the teacher plans and directs the activities around the theme.Facilitator, guiding children through their inquiries.
Children’s RoleMore passive, following the teacher’s instructions and activities.Active, taking ownership of their learning process through questioning and exploration.
Curriculum StructurePre-planned and follows a set sequence related to the theme.Flexible, evolves based on children’s inquiries and findings.
Learning FocusContent-oriented, focusing on delivering specific knowledge related to the theme.Process-oriented, emphasising critical thinking, problem-solving, and the process of learning.
Assessment MethodsTypically standardised, focusing on content knowledge.Diverse, including self-assessment, peer assessment, and teacher assessment of the inquiry process.
Examples of ActivitiesThematic units, projects, and activities aligned with the theme.Research projects, experiments, discussions, and investigations based on children’s questions.
Integration of SubjectsOften integrates various subjects around a central theme.Naturally integrates multiple subjects through the exploration of questions and problems.
Children’s EngagementCan vary, as it depends on the relevance of the theme to children’s interests.Generally high, as children pursue their interests and questions.
FlexibilityLess flexible, as it adheres to a pre-determined theme and structure.Highly flexible, adapting to children’s evolving questions and interests.
Depth of LearningProvides a broad understanding of a theme, but may not allow for deep exploration.Encourages deep exploration and understanding of specific questions or problems.
Planning Over TimePlanned over a set period with specific goals and milestones.More open-ended, allowing the inquiry to develop and change direction based on children’s interests and discoveries.
Example Themes/Questions“Seasons of the Year,” “Dinosaurs,” “Space Exploration.”“How does weather affect our daily lives?” “What do animals need to survive?”
Example (Butterflies)Children learn about butterflies through a pre-planned unit on insects. Activities include reading books about butterflies, making butterfly crafts, and learning about the life cycle of a butterfly.Children ask questions about butterflies such as “How do butterflies eat?” “What types of butterflies are there?” They then research, observe butterflies in nature, create experiments to understand their life cycle, and document their findings.

Of course, you want to see the examples!

Theme – basedInquiry-based
How does the caterpillar turn into a butterfly? How does the caterpillar turn into butterfly?
The teacher plans a unit where children learn about the life cycle of butterflies, different species, and their habitats. Activities may include colouring butterfly pictures, symmetry painting, watching videos about butterflies, and reading books on the topic.Children explore their questions by observing caterpillars and butterflies in a classroom habitat. They might conduct experiments to see what caterpillars eat, create a butterfly garden, document their observations in a journal, and present their findings through drawings or a class presentation. The teacher facilitates by providing resources and guiding the children’s exploration.
Watch my video on the dinosaur project to learn more about IBL – inquiry-based learning🔍🪰

https://youtu.be/0bF-bvUjXK0?si=Xa1S_e6OQGkK_WlR

Supporting emerging interests in play through inquiry -based learning.

~ storykate ~ Leave a comment

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.

kangaroo hop

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.
  1. 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.