Curiosity Approach Shape in the Early Years

I am often asked how we can nurture confident, capable, and creative learners right from the start of their educational journey. One approach that has profoundly shaped my thinking and our practice at Wellington College International Pune is the Curiosity Approach. Rooted in the belief that children are natural inquirers, this philosophy encourages us to see the world through their eyes: full of wonder, possibilities, and endless “what ifs.”

Children are born curious. Research tells us that a child asks around 40,000 questions between the ages of two and five. This sheer volume of “whys” and “hows” highlights an innate drive to make sense of the world. Instead of seeing those questions as interruptions, the Curiosity Approach invites us to see them as the very foundation of learning.

By prioritising curiosity, we give children the confidence to explore, investigate, and think independently. Instead of predetermined outcomes, we create environments where open ended materials, real life resources, and invitations to play prompt children to wonder, discover, and form their own conclusions. In my experience, when children are encouraged to follow their interests, they engage more deeply, demonstrate higher levels of perseverance, and develop the mindset that learning is exciting.

At WCI Pune, we intentionally craft learning spaces that spark curiosity. Instead of bright plastic toys with fixed purposes, we offer natural materials, loose parts, and resources from everyday life. A set of wooden pegs can become people in a story, a tower in construction, or even a counting tool. This openness nurtures creativity and problem solving, while teaching children that there is no single right way to approach a challenge.

We also use the Leuven Scales of Wellbeing and Involvement to measure the depth of engagement that curiosity brings. When children are fully immersed in play, showing joy, concentration, and persistence, we know that true learning is taking place. A simple activity such as sorting shells or mixing colours with water becomes powerful evidence of high involvement. Observing a child’s wellbeing allows us to see whether they feel safe, valued, and emotionally ready to take risks in their learning. These scales help us reflect on whether our environment and practice are truly supporting the child as a whole.

The Curiosity Approach is more than a classroom strategy. It is a mindset that prepares children for life. By encouraging pupils to think critically, ask meaningful questions, and take ownership of their learning, we are fostering habits that extend beyond academics. It cultivates resilience, adaptability, and a genuine love of learning.

We integrate this approach into our daily routines. Whether it is through outdoor explorations in our natural spaces, storytelling that draws on children’s own experiences, or collaborative projects that honour their voices, our pupils are learning to see themselves as capable contributors to their community. Linking these experiences back to the Leuven Scales ensures that our practice balances both intellectual growth and emotional wellbeing.

In a rapidly changing world, where many of the jobs our pupils will have do not yet exist, nurturing curiosity is no longer optional. It is essential. By embracing the Curiosity Approach, we are not just teaching facts. We are shaping mindsets. We are raising children who are inquisitive, reflective, and equipped to thrive in uncertainty.

For me, the most rewarding moments are when a child’s eyes light up with discovery- when they make connections on their own, proudly share their ideas, or ask a question I had not thought of myself. These moments, often accompanied by high levels of wellbeing and involvement, remind us why curiosity is at the heart of lifelong learning, and why it deserves a central place in early years education.