INQUIRY-BASED LEARNING IN PRESCHOOL ENGLISH EDUCATION

This article examines the implementation and effectiveness of inquiry-based learning methodology in English language instruction for preschool children, drawing extensively from Chinese educational practices. The study analyzes how inquiry-based approaches foster active learning, critical thinking, and communicative competence among young learners. Through comprehensive examination of Chinese kindergarten programs, the research identifies key implementation strategies, pedagogical adaptations, and outcomes associated with this methodology.