An inquiry board helps our son to formulate and formalize creating questions and seeking answers. It’s also become a means through which we build a community invested in investigating both our interests and world.
Kids ask a lot of questions. From the abstract to concrete, their mind is always turning and churning new ideas about their circumstances, experiences, and environment. My oldest toddler son, turning three, is always peppering me with questions. I try to answer as many as I can, but I also realize that what I know is finite. I am not the only or absolute source for answers. Knowing my limitations, I have begun thinking of ways to affirm Keith’s inquisitive mindset, while also figuring out ways to equip him with mental tools and physical resources that help him investigate answers to his questions.
To begin, I introduced Keith to a book called What is a Scientist? by Barbara Lehn. An informative and accessible book, it breaks down the scientific method in kid friendly language and application, with pictures illustrating the different parts of the process (“a scientist is a person who asks questions and tries different ways to answer them,” “A scientist learns from her senses,” for example). Knowing he won’t grasp the concept of inquiry or the scientific method as a means to an answer in their entirety just by reading about them, nor wanting to just leave the support of his understanding at the “just read about it” level, I have begun exploring ways to affirm his questions, and to make his inquiry tactile, interactive, and responsive. To this end, I created an inquiry board.
I got the idea of an inquiry board from observing Keith’s particular interest in cartoons that are based in problem-solving. From very early, Keith loved the Word World series, in which characters solve problems through identifying what words best fit as a solution, and Super Why, where a team of friends explore answers to personal problems through examining the characters in famous books facing similar situations. Other problem-solving characters that intrigue him include Luna from Earth to Luna, Peg from Peg + Cat, Sid from Sid the Science Kid, and Steve and Joe from Blue’s Clues. Each character identifies a problem, applying particularized ways and innovative means to solve them. Luna imagines herself in particular situations and reenacts them. Peg employs such things as mathematics, geometry and pattern recognition. Sid uses facets of the scientific method and employs his familial community of parents, friends, teacher and classmates. Steve and Joe use investigative strategies, visuals and writing to figure out problems. Keith admires them, constantly talking about the questions they explore, even emulating how they pursue solutions. Witnessing this, I thought an inquiry board might be a great way (and buy-in) to get him invested and involved in not only asking questions but becoming an agent and participant in answering them.
The inquiry board comprised of a 2’ by 3’ whiteboard, decorated with various characters mentioned above, placed there so Keith could see his “fellow inquirers.” Attached are several large post-it notes where we record his questions for the week. Each week I listen for different questions he asks, and ask if he would like to include them on his board.
Recent questions include the following:
Why do we play?
What is a highlighter?
Why do we have to brush our teeth?
Why does Daddy go to work?
Why does paper rip?
Why do Leap, Lily, and Tad stay on Leap Frog? And Professor Quibly and Dad?
How come Scout doesn’t work?
How come our Sippy cups don’t have juice?
Several questions that piqued his own inquiry originate from the Earth to Luna show, with some examples including the following:
Why does yellow and blue make green?
Why do butterflies rub their feet?
Why do things sink?
Just a few weeks in, the inquiry board is a hit. Keith has bought into the idea full heartedly. We have moved from just me directly asking if he has any questions he wants to put on the board. He takes initiative, taking ownership of identifying, recording and exploring his questions. Periodically he will be in thought and then excitedly request, “Can we put that question on my board?” In fact, while writing this post (5:30 am), I went to change Keith, and while doing so, he asked, “Why are your hands so cold, Mommy? Hey, let’s put that question on the board!” Keith extends his community of inquiry to include his dad, who he will ask if they can put questions on the board together. A recent question they wrote together is “Why do we have to let waste go?” Keith also has taken initiative in wanting to write his questions. Gravitating away from asking either me or his dad to write them, he will ask one of us to guide his hand in writing his question, or try to write it all on his own (which, as a by-product, feeds his pursuit of learning to write his letters and numbers). Daily Keith goes to his board, interacting with it, whether through reading questions aloud, or selecting a specific post-it and using it as fodder for us to have a conversation.
While I don’t have specific measurable learning outcomes to report, I can say that thus far that the board and the social experiences we have around it are impactful. It is a tool that I find useful in helping Keith formulate and formalize how to seek out answers to questions. It has also become a means where we as a community invest in and value inquiry. As a parent, I feel this tool and the experiences it has created situates me less as having to be a “know it all” and more of a facilitator of methods and possibilities.
I am not just giving a man a fish for the day, but how to fish to feed himself for a lifetime.
Update, February 2015. Here is a snapshot of recent questions Keith asked:
Why do we have to brush our teeth?
Why does soapy water make bubbles?
Why do baby teeth fall out?…
Why do planes fly?
Why is there snow?
Why is there dust on the floor?
Why did the TV fall down? Why does the TV not work? (Sadly, the flat screen TV, like Humpty Dumpty, had a bad fall).