Abstract
Herein we set out to argue that the current Full-Day kindergarten (FDK) in Ontario, Canada situates the inquiry process within early learning, and initiates an Ontario students’ educational journey by having new students construct meaning in a collaborative, developmentally appropriate manner. Among the major benefits of learning through inquiry is increased student engagement (community of learners) and decreased student anxiety. Students suggest Inquiry-Based Learning (IBL) is authentic, natural and IBL profits from its genuine connections with the real world. When students are given the chance to enhance their learning through real-world problems, the authenticity of the activity shines through, as students are able to see how learning the intended concepts will be of use to them outside the classroom.