Growing Together: A Reflection on Our Inquiry Journey and the Power of Learning Walls
Inquiry projects are a powerful tool for building a sense of community among the children. Our first inquiry began in the early days of operation, when we were still navigating the challenges of establishing routines and creating a cohesive community among the children. Even simple tasks, like settling the group for a circle time discussion, felt monumental. With building a sense of belonging in mind, we settled on improving our outdoor space. A simple question posed during circle time—“What does our yard need?”—set the stage for collaboration and sparked the children’s imaginations. From that point on, their voices and ideas took centre stage.
Our initial circle time discussions were productive. Some children suggested practical ideas like adding a pulley to the cubby or planting rainbow-colored flowers, while others wanted to grow vegetables. As the inquiry unfolded, we modelled group brainstorming through different experiences, such as circle time discussions and collaborative drawings. However, it quickly became clear that most contributions came from our older children, with minimal participation from the younger cohort.
Pictured above- Our first collaborative drawings of ideas for the yard. At this stage the children were nearly all in their scribble stage of drawing. This experience provided the children the chance to represent their thoughts and share them within a group setting.
While this imbalance was noticeable, it also served as a reminder of how any inquiry begins. Inquiry projects don’t require immediate interest from everyone; they often start with the enthusiasm of a few children. It’s our role as educators to help others find ways to connect. In our multi-age setting, this process was particularly evident. While we worked hard to establish routines suited to each age group, planning a group inquiry that engaged everyone proved to be an entirely new challenge. With our early circle time discussions being verbal, the contributions naturally leaned toward our older children, especially the four-year-olds. To address this, we explored new ways to include the ideas and interests of our younger children.
When we settled on planting vegetables for our yard, we introduced snow peas to the group and asked the children what they were. “Beans,” was the collective answer. Building on this shared understanding, we encouraged them to draw what they thought would happen if we planted the beans. Reflecting on their drawings, we realised that a deeper inquiry into the lifecycle of plants would not only engage the children but also unite them in a shared project.
We observed the beans drawing in a timelapse and began to draw what we saw. This was the children’s first attempts at observational drawing.
In the following weeks, we explored beans and peas of different varieties using YouTube and timelapse videos. Gradually, even our youngest children began to engage. One 18-month-old would eagerly settle in for circle time, shouting, “Beans!” as the projector turned on. Watching the timelapses became a highlight for the group, and we provided opportunities for the children to draw what they observed.
To support this process, we introduced personal journals, giving each child a space to record their observations, ideas, and reflections. Traditionally, children in early childhood settings are often the subjects of documentation, but we wanted them to become the creators and contributors. The journals empowered the children to take an active role in documenting their learning, reinforcing their agency and encouraging reflection on their progress.
Pictured above- The journals allowed the children to have their own place to document their beans growth. We began to see clear shapes emerging in their drawings as the children moved from the scribble stage of drawing into the pre-schematic stage.
Initially, the children’s drawings showed little intention, but as the weeks passed, we began to see shapes emerge. Circles represented beans, and vertical lines hinted at roots or stems. Over time, their vocabulary expanded as well. They started labelling their drawings, creating a shared language. For example, while most children knew what leaves were, one child introduced the concept of a stem. Later, as we watched the timelapses and saw roots grow into the soil, the children tried to name these structures. Without knowing the term "roots," one child called them *stripes,* a name that quickly caught on.
Rather than correcting them, we embraced this shared language. Our goal wasn’t to insert facts into their heads but to foster creative, critical, and independent thinking. Over time, as we read books about plants and deepened our exploration, the children learned the word roots but often still preferred their original term, stripes.
While the inquiry sparked excitement, we noticed that recall during discussions was limited, especially among the younger children with less language. This led us to integrate learning walls into our approach. Inspired by professional development with Jessica Vance, we used these walls to make the children’s thinking and learning visible. Placed at the children’s eye level, the learning walls became a collaborative space where their ideas, questions, and discoveries were documented.
Learning walls served as more than just displays; they became living documentation of the inquiry process. During circle time, the walls supported the children in recalling prior learning and making connections. As Jessica Vance emphasises, learning walls focus on the process of learning, encouraging children to slow down, reflect, and deepen their understanding. By showcasing everything from initial observational drawings to detailed representations of leaves, roots, and stems, the walls told a visual story of our shared journey.
Pictured above- During circle time we used string and paper to make connections between different plants in our yard. The connections were based on which plants has the same functions or features. We added these connections to the learning wall as our first addition. Over time the children added to these connections and referred back to them.
The walls also fostered a sense of community. When children revisited the wall, they saw not only their own contributions but also those of their peers. This collective reflection encouraged critical thinking and helped the children see how their individual efforts contributed to a larger narrative.
As the inquiry progressed, we worked to ensure that every child found a way to connect to the project. Gardner’s theory of multiple intelligences guided us in this effort, reminding us that children learn and express understanding in different ways. Some children thrived through hands-on activities like planting and watering, while others preferred artistic expression, storytelling, or role-playing.
Pictured above- We connected to the project by exploring plants in nature. We used loose parts to represent our thoughts. This worked really well for children who were not yet up to drawing their observations. In addition to this, we developed music and movement songs about the growth of a seed and adapted this to all the different plants the children had been studying in the yard.
One child, fascinated by police and heroes, became the “protector of the plants,” responsible for keeping the garden safe. This role allowed him to connect his personal interests to the project and gave him a sense of responsibility and ownership. Another child preferred to connect to the lifecycle of the plant through music and movement. Thoughtful connections like these ensured that every child could contribute in their own unique way, making the inquiry a shared experience rather than an individual pursuit.
Whilst this wasn't the only inquiry we engaged in this year, this is one example that demonstrates how inquiry-based learning can bring us together as a community. It began with the idea of improving the yard and flowed into many other ideas, concepts and spaces within our program. Through learning walls, journals, and the thoughtful inclusion of each child’s interests, we created an environment where every child felt valued and connected. The learning walls, in particular, became a powerful tool for making the children’s thinking visible, helping them see their progress and understand how their contributions fit into a larger whole.
Pictured above- One child’s progression through the drawing stages to her final drawing of her plant before she took it home.
As we look ahead, we’re excited to see how our growing sense of community will enable us to dive into even more meaningful inquiries. Together with the children we are not just learning about the world—we’re learning about each other and what it means to grow as a community. Our inquiry journey is far from over, and we look forward to seeing how the children’s voices and ideas will continue to shape the learning experiences at Orenda Circle.
Note:
Jessica Vance has been such a great resource for us along the way. For anyone working with children in any capacity, please check her out. Perhaps she will even come to Tassie again next year!
https://leadingwithinquiry.com/