Integrating Storytelling and Inquiry-Based Approach as Pedagogies of Developing Scientific Skills in Early Childhood Classrooms

Abstract

Early childhood education (ECD) provides a foundation for a child’s cognitive and social development. In this context, nurturing scientific skills from an early age is crucial for fostering curiosity, analytical thinking, and problem-solving abilities. This theoretical paper explored the potential of integrating storytelling and inquiry-based approaches as effective pedagogies for developing scientific skills in early childhood classrooms. Storytelling is the use of narratives to convey information, values, and emotions. An inquiry-based approach is the use of questions, investigations, and evidence to explore a topic or problem. Over the years, students have performed poorly in science, igniting the need to reinvent other methods to help improve scientific instruction and learning in early childhood schools. Observing the kind of attitude that most learners have towards this subject, it has been argued that there is a need to consider ways and methods with which science can be made accessible and relevant to all levels of learners across the schooling system. Underpinned by bricolage, this interpretive theoretical paper sought to respond to two questions. What are the challenges and opportunities of learning science in the ECD phase and how can storytelling and inquiry-based approach mediate the learning of science instruction in the ECD phase? Findings revealed that while storytelling is known to create a fun-relaxing environment for young children when integrated with an inquiry-based approach, it has the advantage of developing scientific concepts and skills in a non-threatening environment. Young children learn best through play, games and stories and it is vital to make any learning experience relevant to their context. This study contributes to the body of knowledge by using bricolage as a theoretical foundation to encourage the use of games as a readily available local resource to enhance early childhood teaching and learning.

Keywords

• early childhood education
• storytelling
• inquiry-based approach
• science learning and decoloniality theory