Probine, SarahPerry, JoBurke, RachaelAlderson, JoanneHeta-Lensen, YoWrightson, HelenMcAlevey, Fi2025-02-162025-02-162024-12-19Early Education, ISSN: 1172-9112 (Print), 69(1).1172-9112http://hdl.handle.net/10292/18667This paper describes a research project exploring how children’s inquiry approaches are interpreted and enacted by early childhood kaiako in Aotearoa New Zealand. Phase one comprised a qualitative survey sent to all ECE settings registered on the national data base. During phase two, the research team spent time with six early childhood settings that integrate children’s inquiry into their work with children. Findings revealed the six early childhood communities have developed their own unique approaches based on the philosophies, priorities and aspirations of their settings. Whilst Reggio Emilia has been an influence, kaiako have also woven local ideas, pedagogies and theories into their approaches. Of particular interest is how each of the settings in phase two has utilised inquiry as an approach to explore local place–investigating local pūrākau, natural taonga, and other aspects of their communities. In doing so, they have prioritised the development of their bi-cultural practice.Early Education is an open access journal dedicated to advancing the field of early years education in Aotearoa New Zealand and beyond by sharing valuable and diverse ideas, including research insights and teachers’ perspectives.Journal ArticleOpenAccess