Documentation of inquiry-based learning : fostering a sense of wonder, curiousity and imagination in the primary years Timothy, Kim Marie
The popularity of the Reggio Emilia approach of teaching and learning has increased in early childhood classrooms throughout British Columbia in recent years (Early Learning Framework, 2006). While many early childhood educators have embraced the Reggio approach to documentation of inquiry-based learning, it does not appear to be practiced by the majority of primary educators within my district. This project will investigate how pedagogical documentation of inquiry-based learning has the ability to foster a sense of wonder, spontaneity and imagination in the primary classroom (Kocher, 2009; Malaguzzi, 1998; Rinaldi 2006). More specifically, it identifies certain aspects of documenting inquiry-based investigations that help children gain insight into their own learning through the development of collaboration skills, perseverance, critical thinking and problem-solving strategies (Katz & Chard, 2000). This project also explores how documentation has the power to open up communication with parents, families, administrators and teachers, thus creating stronger community relationships (Malaguzzi, 1993; Vecchi, 2009). Practical examples of inquiry-based learning projects are explored through the creation and implementation of a classroom blog. Through the process of documentation, the history of children’s learning is acknowledged, valued and invites further conversations. Consequently, public space is opened for educators to address the importance of children being intrinsically attached to their own investigations, and as a result, are better able to meet their individual potential at each stage of development.
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Attribution 2.5 Canada