Available 26 August
Children’s inquiry is a pedagogical approach that positions young learners as active investigators who co-construct understandings through sustained exploration with materials, peers, kaiako, whānau, and local communities. It nurtures creativity and critical thinking while inviting children to engage deeply with people, places, and ideas.
Grounded in a two-phase research project, this book examines how early childhood communities in Aotearoa New Zealand have developed their own localised approaches to children’s inquiry. Across the study, kaiako wove together international influences with local theories, values, and Te Whāriki, creating approaches that respond to the needs, values, and aspirations of their unique communities. Shared conditions included time, professional dialogue, and pedagogical documentation, alongside deep listening and a willingness to embrace uncertainty.
A central finding is that the six settings involved in phase two of the study intentionally designed inquiry approaches that provide opportunities to connect children to their local place and strengthen bi-cultural understandings. These inquiries foregrounded Māori concepts, explored the histories of whenua, and fostered the value of kaitiakitanga. These findings reveal that kaiako in Aotearoa New Zealand are developing their own distinct approaches to children's inquiry, that are grounded in the bi-cultural framings of Te Whāriki.
Drawing on rich stories of practice, the book offers practical guidance to help kaiako develop and align their inquiry approaches with the curriculum principles, weaving bi-cultural commitments into children’s inquiry-based learning. It is a vital resource for kaiako, leaders, and teacher educators committed to cultivating inquiry that is both locally grounded and transformative.
Contributors
Joanne Alderson
Rachael S. Burke
Yo Heta-Lensen
Jo Perry
Sarah Probine
Helen Wrightson
"This book brings to life much inspirational contemporary practice in advocating for ways to develop curriculum that is inviting, engaging, and strongly aligned with the bi-cultural and weaving tenets of Te Whāriki. With a focus on children’s inquiries and working theories, the stories of early childhood settings that prioritise and practise inquiry learning and teaching will resonate with teachers and teacher educators, prompting professional discussion, learning, and reflection. Thoughtful exploration of the concepts of inquiry and inquiry teaching and learning encourage theorising of the practices shared."
Helen Hedges, Professor Emeritus, Waipapa Taumata Rau, University of Auckland.