Inquiry-based learning through School Readiness Funding (SRF) Coaching at Clare Court

Our Early Childhood Teachers (ECTs) at Gowrie Clare Court have been diving deep into inquiry and research processes in their second year of SRF coaching.

The ECTs were guided by Kirsty Liljegren from Reggio Emilia Australia Information Exchange, who has been working with our funded 3- and 4-year-old kindergarten programs to expand the team’s shared thinking, planning and analysis around inquiry and research processes.

Kirsty, with more than 30 years of professional experience in the Early Years Education sector, guided our teachers in thoughtfully integrating creative materials into their learning environments in ways that align with their teaching philosophies. The team is exploring how to use these materials to encourage deeper connections between children and their learning environments, with a focus on the theme of “Connection” for 2025.

The main question that the team are investigating is: How does the environment/creative learning materials promote connection among children? By exploring this thinking further, the team looked at how they present materials to children and discussed how to introduce them, with what intention, limits or possibilities. Describing what was involved in the workshop, Educational Leader Kim said, “We explored selecting quality open-ended materials for loose parts theory engagement, examined the way we present our clay spaces to communicate expectations and to consider the way that might stimulate or limit the possibilities for children.” She added, “we finished off with some deep thinking around children’s interactions with light and shadow as they examined the photos they documented in their introduction using a projector in their studio space.”

Kim explained that through Kirsty’s guidance, the threads of focus and connection became clear upon reflection, and that sustainable and achievable approaches to shared thinking and analysis will be used to guide the team’s planning. “Intentionality is evident through shared understanding among educators, paying attention to evolving ideas and adjusting accordingly,” Kim explains.

ECT from the Wombat Room, Amanda, valued her experience in the workshop with Kirsty. “Time spent with Kirsty has been so helpful in supporting me to open up my thinking and to reflect on my practice through different lenses. I think what was most impactful was the opportunity to come together to analyse our current thinking. The process of sitting down and interpreting the data that we have collected and pulling out the common curiosities and threads. It’s one thing to observe children but what do we do with that information? How do we narrow it down when there are so many ideas and so many possible directions? Analysing this thinking (and recording it) really helps to inform the pedagogical path of the inquiry.”

Kim added, saying “There was a buzz of excitement and positivity from the educators who worked alongside Kirsty. I could see them bridging their big ideas, translating them into planned, thoughtful, child led and guided encounters (ripe for scaffolding). Kirsty elevates the team’s confidence to share their thinking together as they examine intentionality in pedagogy through a lens of curiosity and possibility.”

The incredible work being done at Clare Court is a testament to the effectiveness of inquiry-based learning, collaborative reflection, and the role of professional coaching in shaping meaningful educational practices.