La indagación en los proyectos de aprendizaje infantil

The objective of this research on inquiry-based learning projects in early childhood was to analyze their development. To this end, the analysis focused on two interconnected subcategories: open inquiry and guided inquiry in early childhood learning projects. The methodology employed a qualitative, phenomenological design with a sample of eight five-year-old students from the preschool level. Observations were made during a Science and Technology class session. An observation guide was used to record and describe the students’ experiences. The observations revealed that scientific inquiry in the classroom is an effective tool fordeveloping scientific skills, but it has limitations in that it does not foster sufficient autonomy, teamwork, or question formulation by the students. Although open and guided inquiry strengthen critical thinking and curiosity, the lack of interaction and connection to students’ interests restricts their active participation.