''Give children the space to follow their curiosity''
Discovery is a core process in the development of children aged 0 to 12. In every age phase, from baby to pre-teen, curiosity acts as the engine for learning. When children are given the space to investigate for themselves, not only does their knowledge grow, but so do their independence, creativity, and self-confidence. In childcare, this space often emerges during daily play: in nature, in the building corner, or during free play with the group.
Why discovery is so crucial
Discovery is not just a fun addition to the daily program; it forms the foundation of how children learn. In pedagogical literature, learning by doing has been recognized for decades as a powerful mechanism. Children develop their insights when they can experiment, repeat, adapt, and try again. That process aligns seamlessly with what is visible daily in childcare: investigation arises when children are given the space to follow their curiosity.
Various developmental areas come together within discovery-based learning. Children build their executive functions by persevering and seeking solutions. They stimulate their creative thinking skills by taking unexpected routes and making new connections. And within science & technology, they learn to predict, ask questions, compare, and test—skills that are already naturally present in their play.
Self-determination theory also underlines the importance of discovery: children have a need for autonomy (choosing for themselves), competence (I can do this), and relatedness (I do this together). Discovery-based play facilitates these three needs in a natural way.
Yet, discussions with primary education professionals show that there is not always naturally room for inquiry-based learning, for example due to time pressure or group size; on the other hand, many primary schools devote limited attention to technology and inquiry-based play because basic skills take precedence. This is precisely why childcare is taking on an increasingly important role: a place where children can experience, without performance pressure, that the world is full of questions and that they themselves play a role in finding answers.
Discovery-oriented work & challenges
In many after-school care and childcare locations, discovery does not arise from a detailed plan, but rather from small moments when a pedagogical professional follows a child's curiosity. Here, practice shows what theory describes: children discover when they are given basic materials, time, and attention, without the process being taken over by a supervisor.
At the same time, many professionals also experience challenges. Not everyone feels confident in topics like technology or inquiry-based learning. Sometimes there is the thought that special equipment is needed, that the pedagogical professionals themselves are not technical and therefore unqualified, or that it will get messy. Others may have difficulty letting go of control and perfectionism: what if it fails? In addition, many pedagogical professionals notice that discovery does not always come out of nowhere. Especially with STEM themes (Science, Technology, Engineering, Math), it helps when materials or activities are available that invite children to investigate. Professionals indicate that a clear starting point, an assignment, a material set, or an experiment often serves as a springboard for free play and follow-up experiments.
“If something is ready for children to build or test with, they are more likely to start. After that, they take over themselves when they start playing with it in a thousand different ways.”
The role of supervisors: giving space, stimulating curiosity
Furthermore, discovery does not happen solely through activities: it is primarily made possible by the attitude of the pedagogical professional. The way a supervisor reacts, asks questions, observes, and provides space largely determines how deeply children can immerse themselves in their investigation.
An important principle is moving along with children's curiosity. Instead of giving quick answers (which can easily become unconscious spoon-feeding), professionals can ask inviting questions:
“What do you notice? How could you test that? What do you think happens if…?”
Such questions open up space for the thought processes children initiate themselves and stimulate their ability to reason and make connections.
Waiting is also very valuable. When supervisors do not immediately intervene and help, children get the chance to make mistakes, adjust, and find solutions themselves. That contributes directly to their independence and perseverance. Mistakes thus no longer become obstacles, but part of the process.
In addition, safety plays a major role: children only investigate freely when they feel their ideas are welcome. A supervisor who identifies curiosity and normalizes experimentation creates a climate in which children dare to discover in their own way, without a perfect end result being expected.
Discovery is an attitude
Discovery is not an activity in itself, but an attitude that children carry with them throughout their lives. When they learn from a young age that their ideas matter, that asking questions is allowed, and that making mistakes is part of learning, they build a solid foundation for the future.
Childcare plays a unique role in this. It is a place where children are allowed to experiment, investigate, and find their own way without performance pressure. As a sector, we have the opportunity to permanently weave discovery into our pedagogical practice. Because every discovery, no matter how small, is a step toward growth for the generation of the future.
Our toy boxes
To introduce children aged 5 to 9 to science, technology, and creativity through play, we have developed various toy boxes. It is important to design materials and activities that support not only children but also pedagogical professionals. Many professionals indicate a need for projects that are clearly structured, can be performed safely, and match the developmental phase of children. Our toy boxes provide structure within which children can freely experiment, experience, discover, and build.
Tips for pedagogical professionals
Discovery does not have to be grand or complicated. It often arises precisely when children can get to work with simple materials and when professionals give space to their own ideas. With these practical tips, pedagogical professionals can start right away:
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Start small, with simple materials
Whether it's a prepared kit or some water, cardboard, and string. Children will find research questions on their own; you only need to provide the space. -
Use open questions to activate thinking
Examples that always work: “What do you notice? How could you test that? What do you think happens if…?” -
Let failing be part of the process
Celebrate curiosity, not the result. When a construction collapses or an idea doesn't work, room for problem-solving thinking actually arises. -
Observe more, direct less
Short observations help you see patterns: who takes initiative? Who joins in? Where does wonder arise? From there, you can enrich without taking over the play.
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