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ERIC Number: EJ987395
Record Type: Journal
Publication Date: 2012
Pages: 12
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-1350-293X
Question-Asking and Question-Exploring
Sands, Lorraine; Carr, Margaret; Lee, Wendy
European Early Childhood Education Research Journal, v20 n4 p553-564 2012
The Centre of Innovation Research at Greerton Early Childhood Centre was characterised as a dispositional milieu where working theories were explored through a narrative research methodology. As the research progressed, the teachers at Greerton strengthened the way we were listening to, and watching out for young children's questions to enable them to become deeply involved in exploring the world around them. The key question for this research was: How does a "question-asking" and a "question-exploring" culture support children to develop working theories to shape and re-shape knowledge for a purpose? Given our work with Te Whariki (1996), we have always seen teaching and learning as being about reciprocal relationships with people, places and things and the context being crucial, and continuity as the intention of story. In this project, by combining "narrative inquiry" with "action research in an early childhood centre in Aotearoa New Zealand," we have developed a frame of "commitments" that go beyond those that might be for narrative inquiry on its own. Four aspects have been woven into the narrative inquiry: "continuity" as the "linchpin" of our work, "agency" (issues of power), an innovative conceptualising of the connection with "community", and the central role of "affect" or emotion in learning.
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: New Zealand