A Play-Based Inquiry Journey for Young Children Based on Transdisciplinary Themes
IB Inquiry Journey for Teachers
Rationale and Purpose
- 01As an IB candidate school, Daegu Seodong Kindergarten needs to establish a curriculum implementation system that authentically reflects the philosophy and values of the IB PYP within young children’s everyday play. To achieve this, continuous and systematic research and practice based on play-based inquiry learning are required.
- 02Children’s inquiry is meaningfully extended not through predetermined activities, but when it begins with play experiences and spontaneous questions. Therefore, it is essential to strengthen teachers’ professional judgment and instructional design capacity to observe and interpret children’s play, and to support its development into conceptual understanding connected to transdisciplinary themes.
- 03Even in contexts where age groups and transdisciplinary themes differ, a collaborative space for teachers’ research and practice is needed to build a shared perspective and language that views children’s play as inquiry. Accordingly, it is necessary to establish and operate a teacher learning community that collaboratively designs, implements, and reflects on practice by integrating a play-based curriculum with the IB PYP.
Expected Outcomes
- 01Teachers will develop the expertise to recognize play as the starting point of inquiry and to design and implement learning experiences that extend children’s play and questions into conceptual understanding.
- 02Children will actively participate in the inquiry process by asking questions and making choices based on their play experiences, leading to meaningful and stable inquiry learning.
- 03Through shared practice and reflection among teachers, a common language of inquiry that transcends age groups and themes will be established. Based on this, the IB PYP philosophy will be consistently embedded across the curriculum, leading to continuous qualitative improvement.
Our Play (Inquiry) Stories Based on Transdisciplinary Themes
IB Inquiry Teacher Community: One Step Forward
Rationale and Purpose
- 01To operate as an IB candidate school, it is necessary to engage in continuous research and practice on play-based inquiry learning grounded in the IB PYP transdisciplinary themes, and to develop a distinctive IB PYP program that reflects the philosophy of Daegu Seodong Kindergarten.
- 02The “IB Inquiry Teacher Community: One Step Forward” seeks to connect the play-based curriculum with the IB PYP program by reconstructing the curriculum around “Our Inquiry Stories,” which emerge from children’s authentic play experiences and questions. Through this, children are supported in understanding transdisciplinary themes within real-life contexts.
- 03By implementing a curriculum in which play serves as the driving force of inquiry, the goal is to enhance teachers’ professional capacity to support children in understanding their own lives and growing into active contributors to their local community.
Expected Outcomes
IB 탐구 한걸음 교사공동체를 통하여
- 01Teachers will deepen their understanding of play-based inquiry learning grounded in transdisciplinary themes and enhance their ability to design learning experiences that extend children’s play and questions into inquiry.
- 02By sharing and analyzing play-based inquiry learning practices across classes, teachers will explore diverse teaching and learning approaches and continuously apply them in educational settings.
- 03Through the implementation of “Our Inquiry Stories” aligned with the annual transdisciplinary themes, teachers will be able to design creative learning experiences and systematically develop their instructional expertise.
- 04By improving instructional skills, teachers will provide high-quality learning experiences for children and establish a collaborative culture characterized by active communication and cooperation among teachers.
최근 업데이트 일시 : 2026/04/10 09:30:52
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