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ERIC Number: EJ813811
Record Type: Journal
Publication Date: 2008-Oct
Pages: 20
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-0957-5146
Question-Posing and Question-Responding: The Heart of "Possibility Thinking" in the Early Years
Chappell, Kerry; Craft, Anna; Burnard, Pamela; Cremin, Teresa
Early Years: An International Journal of Research and Development, v28 n3 p267-286 Oct 2008
Drawing on research that sought to explore the characteristics of "Possibility Thinking" as central to creativity in young children's learning, this paper considers question-posing and question-responding as the driving features of "Possibility Thinking" (PT). This qualitative study employed micro-event analysis of peer and pupil-teacher interaction. Events were sampled from two early years settings in England, one a Reception classroom (4- to 5-year olds) and the other a Year 2 classroom (6- to 7-year olds). This article arises out of the second stage of an ongoing research programme (2004-2007) involving the children and practitioners in these settings. This phase considers the dimensions of question-posing and the categories of question-responding and their interrelationship within PT. Three dimensions of questioning were identified as characteristic of PT. These included: (i) "question framing", reflecting the purpose inherent within questions for adults and children (including leading, service and follow-through questions); (ii) "question degree": manifestation of the degree of possibility inherent in children's questions (including possibility narrow, possibility moderate, possibility broad); (iii) "question modality", manifestation of the modality inherent in children's questions (including verbal and non-verbal forms). The fine-grained data analysis offers insight into how children engage in PT to meet specific needs in responding to creative tasks and activities and reveals the crucial role that question-posing and question-responding play in creative learning. It also provides more detail about the nature of young children's thinking, made visible through question-posing and responding in engaging playful contexts. (Contains 3 figures, 3 tables and 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)