ERIC Number: ED046507
Record Type: RIE
Publication Date: 1966
Reference Count: 0
Relationships Between Children's Questions and Nursery School Teachers' Responses.
This study (condensed from an unpublished doctoral dissertation, "Teacher-Child Interaction: A Study of the Relationships between Child-Initiated Questions and Nursery School Teacher Behavior," Wayne State University, 1966) examines the teaching and learning processes set in motion when four-year-old children question their teachers in nursery school classrooms. Thirteen girls, 13 boys, and eight teachers, in two middle class nursery schools were observed on a rotated time and program area schedule. Verbatim recordings were made of child-teacher-child interactions and coded to permit systematic comparisons of the form, function, and content of the children's questions and the teachers' responses. Results are presented in two parts: (1) methodological problems and (2) patterns of relationships between acts of instigation, acts of teaching, and child response. Major findings include a delineation of differences by sex in the kinds of questions asked, differences evoked in structured and unstructured situations, different response patterns used by teachers for initial questions rather than reciprocal questions and different response patterns used for answers to typically boy or girl questions. The study suggests that teachers reinforce their position as a prime verbal source of information and that they need to increase their skill in helping children learn how to learn by helping them pose relevant questions in a more orderly sequence. (WY)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Wayne State Univ., Detroit, MI.