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Inquiry-based learning is perceived as one of the most effective teaching methods, an example of the implementation of constructivism in educational practice with the dominant role of a cognitively activated student, who, analogous to the work of a scientist, has the opportunity to pose questions, hypotheses and research problems and to construct strategies to solve them through the use of a number of various research tools, and finally to present, in a variety of forms, the results of their research. However, in Poland, this approach to teaching is a basically unrecognized area, especially at the level of early childhood education.

The purpose of this article will be to present a description of the inquiry-based learning (IBL) method, indicate its key elements and implications using the example of one elementary school with the IB programme.

The subject of the analysis are publications and educational materials on the inquiry-based learning method, as well as the analysis of the content of documents presenting the plan and evaluation of the school’s teaching work developed by a team of early childhood education teachers from a non-public international elementary school in Poland with the IB programme.

The IBL method with the system support offered by the IBO Foundation can be implemented in early childhood education in the conditions of the Polish education system.

The example of the IBL method implementation in the world of school practice proves that teaching in Poland can be different. There is a need for activities aimed at promoting such didactic solutions.