Abstract
Herein we set out to argue that the current Full-Day kindergarten (FDK) in Ontario, Canada
situates the inquiry process within early learning, and initiates an Ontario students’
educational journey by having new students construct meaning in a collaborative,
developmentally appropriate manner. Among the major benefits of learning through inquiry is
increased student engagement (community of learners) and decreased student anxiety.
Students suggest Inquiry-Based Learning (IBL) is authentic, natural and IBL profits from its
genuine connections with the real world. When students are given the chance to enhance their
learning through real-world problems, the authenticity of the activity shines through, as
students are able to see how learning the intended concepts will be of use to them outside the
classroom.
