Abstract: Inquiry is not just about motivating children by providing them with hands-on activities but also help children to acquire with the required skills for observing, questioning, predicting, communicating, verifying the predictions, reflecting ideas with evidences, and making logical explanations. Even though many research is available for supporting these skills there has been some doubted on how to fit in inquiry skills with the age group 4-6. Therefore, this study aims developing inquiry framework through authentic activities with kindergarten children ages 4-6 (n=45). The frame of the activities is starting with a real problem such as “Have all the stones sink?”, and then children discuss the issues by predicting. On the next level teacher encourage them to build observation, experiment and data-handling. Finally, they report and reflect what they discover through their evidence by working collaboratively with others and communicating their own ideas and considering others’ ideas. During the program, sequential inquiry activities on different subjects were settled and performed at least 3 hours for 14 weeks. The techniques, which aims to record results obtained by illiterate preschoolers, of cutting gluing worksheets, drama, sheets of stickers, process of creating art products, picture completion, counting and scale measuring, matching, patterns, puzzles were used as worksheets and tools for data handling. During the process children’s representing of their results in various techniques and their reasoning patterns was progressively supported. Over the time the activities help them to deepen understanding of being curious about daily issues in a questionable manner, inspiring an interest about science, verifying explanations or predictions with results, and verbalizing ideas about their experiences.