A Study on Inquiry-Based Learning Paths for Cultivating Creative Thinking in Preschool Children from the Perspective of Peer Collaboration

Abstract

Against the backdrop of preschool education shifting from knowledge enlightenment to core competency cultivation, the development of children's creative thinking has increasingly become an important issue in educational practice. Based on the understanding that peer collaboration and inquiry-based learning are naturally compatible, this paper focuses on "inquiry-based learning paths for cultivating children's creative thinking from the perspective of peer collaboration." It systematically examines the intrinsic relationship between peer collaboration, inquiry-based learning, and children's creative thinking by comprehensively employing conceptual analysis and theoretical interpretation. Supported by constructivist learning theory, social constructivist theory, zone of proximal development theory, inquiry-based education theory, and creativity development theory, the paper analyzes current problems in kindergartens' creative thinking cultivation practices, such as unclear training objectives, formalized inquiry-based learning, superficial peer collaboration, insufficient teacher support, and a single evaluation mechanism, and further reveals their causes. Based on this, it proposes an inquiry-based learning path guided by children's subjectivity, authentic problems, interactive generative nature, appropriate support, and process-oriented evaluation. Specifically, this includes creating authentic inquiry situations, organizing effective peer collaboration, stimulating divergent thinking and creative expression, supporting reflection and iterative improvement, and improving teacher support and evaluation mechanisms. Research suggests that peer collaboration is not only an organizational form for young children to complete tasks together, but also a crucial mechanism for promoting the exchange of ideas, the reorganization of experiences, and innovative expression. Inquiry-based learning, on the other hand, provides authentic task platforms and dynamic spaces for the development of creative thinking. The organic combination of these two approaches helps to construct a creative thinking cultivation path that aligns with the developmental characteristics of young children, and provides theoretical reference and practical basis for improving kindergarten curriculum activities and teacher practice.