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ERIC Number: EJ1023899
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0957-5146
Responding to Children's Answers: Questions Embedded in the Social Context of Early Childhood Education
Bateman, Amanda
Early Years: An International Journal of Research and Development, v33 n3 p275-288 2013
This article presents analysis of question-answer sequences during problem inquiry between a teacher and two children in an early childhood crèche in New Zealand. Conversation analysis is used to reveal which questions the teacher asks, how children answer the questions, and the teacher's responses to the child's answers. Although adults' "effective" questions were identified and promoted in the REPEY study much less attention has been given to how adults respond to children's answers. It is imperative to investigate the sequences of talk which follow a question in order to establish how teaching and learning is co-constructed in context, one utterance at a time and as a joint project between teacher and child. The findings suggest that task problems and emotional problems are treated in a similar way during problem inquiry, highlighting the complexity of interactions when teachers are providing both emotional care and educational support for young children.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Reports - Research; Journal Articles
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A