The purpose of this paper is to present a conceptual basis for advocacy of an inquiry-based instructional model. Focusing on the teacher as inquirer, the paper discusses the nature of inquiry, presents its conceptual framework and describes in detail the use of question strategies in the preschool program. The definition of inquiry analyzes structure and function of the question, particularly manifest and latent message levels. Discussion of the conceptual basis examines concepts of distancing (from the immediate behavioral environment), tension and discrepancy, relating resolution of discrepancy to cognitive growth. Types of distancing behaviors are described, with specific examples given of basic questioning strategies for the preschool classroom. Tentative conclusions point to the consistency of the concepts and rules presented with certain current theories of cognitive growth. (BF)