Investigating the benefits and challenges of implementing inquiry-based learning approaches in early childhood education

Abstract

Inquiry-based learning (IBL) in early childhood education nurtures children’s natural curiosity and supports the development of critical thinking, problem-solving, and social skills. However, implementing IBL poses challenges such as the need for teacher training, adequate resources, and balancing open-ended exploration with curriculum demands. The objective of the study was to investigating the benefits and challenges of implementing inquiry-based learning approaches in early childhood education. Quantitative research, survey design was used. The population was comprised off all ECE schools of City Tehsil of district Lahore. Multistage sampling techniques was used. Questionnaire was used to collect the data. The validity of questionnaire was found through experts’ opinions and reliability through pilot testing. For quantitative data analysis, descriptive statistics (Mean and standard deviation) was used while in qualitative data analysis, thematic analysis was used. Findings indicate that inquiry-based learning in early childhood boosts children’s engagement, critical thinking, and collaborative skills, promoting deeper, more meaningful learning experiences. However, challenges such as insufficient teacher preparation and resource limitations hinder its effective implementation.