Abstract
Scientific inquiry abilities are essential in early science education, where foundational thinking skills begin to develop. This study explores how Grade RR (Grade 00) children demonstrate inquiry abilities through hands-on, performance-based tasks. In the South African context, limited research exists on assessing such abilities prior to formal schooling. To address this gap, a structured questionnaire with interactive, sensory-rich tasks was administered individually. Responses were audio recorded and scored using a rubric capturing observable inquiry indicators, including observing, predicting, experimenting, planning, and communicating. Findings reveal considerable variation in performance, with some abilities— like planning and experimenting—emerging more strongly than others, such as measuring and systematic observation. These results highlight that inquiry-based competencies can emerge before formal education begins. As children enter school with differing inquiry abilities, reliable, age-appropriate assessments are critical for identifying needs and guiding targeted support. The study supports the development of play-based tools to nurture early scientific inquiry effectively. Introduction: