The purpose of this empirical study is to identify and address the challenges faced by kindergarten teachers in guiding and implementing collaborative inquiry learning in early childhood group settings from a socio-cultural theoretical perspective. The research was conducted in kindergartens located in Chengxiang, Putian. This study employed interviews to explore teachers' understanding and perception of collaborative learning in groups, as well as the specific issues encountered during its implementation. The research methodology utilized semi-structured interviews with a small sample size of 9 participants, following qualitative research techniques. The main findings of this study offer solutions to the practical problems encountered by kindergarten teachers in organizing and implementing collaborative learning in early childhood groups in third-tier cities, based on Vygotsky's socio-cultural theory. It is important to note that the findings are derived from a limited sample size. Finally, this study concludes by providing practical educational recommendations from the perspective of Vygotsky's socio-cultural theory.