Module 3: Living Inquiries – Well-Being and Belonging
Interests and Inquiries
Children can engage with their own ideas, theories, and inquiries in ways that are meaningful to them.
Critically Reflective Questions
- Do children have opportunities to engage with objects and materials in unusual or surprising ways? How could I experiment with this idea?
- Are children’s ideas, theories, and inquiries listened to?
- What new ideas could I implement to ensure I have time to listen to children’s theories?
- Can children investigate interests and passions over days? Weeks? Months?
- What materials invite transformation and inquiry? What materials prevent transformation and inquiry?
- How do adult expectations shape/limit how children engage with materials?
Case Study: Interests and inquiries
Lara and I are sitting together at the snack table and I can feel Lara looking at me. She makes a “huh?” sound and reaches for my face—for my glasses. I tell her I can help and take my glasses off. Lara then holds the glasses up to her face and looks through the lenses. “Whoa” she says, and then laughs. Quite the difference! She seems unsure and puts them down on the table in front of her. When I reach back for my glasses, Lara wants to put them back on. Does she want to look through the lenses? What does she see? Does she want to wear them because she thinks they are for dress-up? I find some dress-up glasses for Lara to wear, so we match. We laugh and take a photo together. We are connecting through this exploration, gaining comfort, and understanding with each other.
Reflective Questions
In your practice, do children have opportunities to engage with objects or materials in ways that are meaningful or joyful to them?
In what ways do you shape or limit a child’s engagement with materials?
