Living Inquiries
Well-being and Belonging:
Nurturing a sense of well-being and belonging supports children as they learn about and investigate the world around them.
Pathways:
- Children and educators are open to joy and wonder
- All children's cultures are welcomed, valued, and woven into programs in ways that and transformative
- Educators consider Indigenous resources and begin conversations with colleagues, families, and children about Canada's history of colonialism
- Each child and each family is included, welcomed, and celebrated
- Educators resist perpetuating gender stereotypes; children can play with or transgress gender norms
- Children are listened to and their identities and abilities are respected
- Children have control of their bodies and contribute to determining routines and schedules
- Children's thoughts, emotions, and views are listened to and respected
- Every child can contribute their gifts in relationship with adults and other children
- Children can engage with their own ideas, theories, and inquiries in ways that are meaningful to them
"By developing responsive relationships with adults and peers, each child feels a sense of well-being and can contribute to the well-being of their family, community, and society."
Province of BC, 2019
Engagement with Others, Materials, and the World:
Children construct meaning as they engage with materials, other children and adults, the environment, the community, and the world. Through interaction and inquiry, knowledge is co-constructed and learning unfolds organically. This process of paying attention in multiple ways - to study, explore, experiment, and ask questions - is ongoing and ever evolving. In this way, we aim to grow a healthy culture of questioning and curiosity, giving children voice and agency in their learning at school.
When children have the opportunity to build a connection with nature, they become aware of what's around them and develop an appreciation and respect for human and non-human forms in our common world. Connecting with the land invites children to think about environmental sustainability. Children learn about reciprocal relationships in the environment and grow to understand their collective responsibility in responding to the challenges we face.
Pathways:
- Educators reflect on the concept of knowledge and respect the knowledges and theories children hold
- Children can investigate and experiment with materials in ways that are meaningful to them
- Children and educators consider what it means to be in relationship with land, including the stories of land that are told and the stories that have been silenced
- Educators and children experiment to reimagine routines, schedules, and transitions
- Early care and learning spaces become places of gathering, and children are active participants in the community
"Children develop a sense of place when they connect with their local communities and outdoor environment."
Province of BC, 2019
Communication and Literacies:
Children use multiple modes of expression to communicate ideas, participate in relationships, and make meaning.
Pathways:
- Educators listen to and honour the incredible range of expressive languages children use to communicate
- Children hear stories, poems, rhythms, chants, and songs that connect to the child's culture
- Children and educators engage in meaningful, reciprocal conversations
- Children have opportunities to engage with verbal, symbolic and written languages that are meaningful to them and their community
- Educators recognize the sounds children make as forms of communication, and provide opportunities for children to explore and play with sounds and words
- Educators reflect on both the creative and the negative potentials of technology and childhood
Identities, Social Responsibility, and Diversity:
A positive personal and cultural identity is the awareness, understanding, and appreciation of all the facets that contribute to a healthy sense of oneself. Children with a positive personal and cultural identity contribute to common worlds.
Pathways:
- Children become confident in their identities, including cultural, racial, physical, spiritual, linguistic, gender, social, and economic
- Educators create a culture in which different opinions and views of both adults and children are accepted, welcomed, and valued
- Children and adults accept and value difference in others and in themselves
- Children and educators discuss social justice issues such as segregation, diversity, poverty, race, war, gender, discrimination, and inequity
- Indigenous and non-Indigenous educators recognize their role in educating others about Canada's history of colonization and seek ways to contribute to reconciliation
- Educators and children recognize that humans and the natural world are connected and mutually dependent on one another and begin to reimagine pedagogies to respond to our environmental crisis
The living inquiries summarized on this page are from BC's Early Learning Framework (2019).