Educators' Use of Cognitively Challenging Questions in Economically Disadvantaged Preschool Classroom Contexts

Massey, Susan L.; Pence, Khara L.; Justice, Laura M.; Bowles, Ryan P.

doi:10.1080/10409280801964119

Cited by 121 publications

(109 citation statements)

References 49 publications

(78 reference statements)

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“…Although open questions tend to be less frequent (Harrop and Swinson 2003), studies indicate that teachers in good quality classrooms employ them more regularly (La Paro, Pianta, and Stuhlman 2004). There is also evidence suggesting that preschoolers formulate more complex, sophisticated answers following open questions (De Rivera et al 2005), and that shared reading sessions usually contain more open questions than other routine ECE activities (Massey et al 2008).…”

Section: Quality Of Teacher-child Interactions During Book Readingmentioning

confidence: 99%

“…Instructional interaction is intentionally directed (Pianta 2006), and one of its most crucial tools is the use of questions, which account for approximately one third of teachers' verbalizations (Massey et al 2008). Teacher questions are also the main triggers of child language production in ECE classrooms (Deunk 2009).…”

Section: Quality Of Teacher-child Interactions During Book Readingmentioning

confidence: 99%

“…We drew on existent definitions and coding schemes from several authors (Cullen 2002;Massey et al 2008;Pentimonti and Justice 2010;Pentimonti et al 2012;De Rivera et al 2005;Zucker et al 2010). The coding scheme was exhaustive and multidimensional, and its unit of analysis was the utterance.…”

Section: Codingmentioning

confidence: 99%

“…We distinguish between open and closed questions (e.g., De Rivera et al 2005). Teachers can initiate cognitively challenging conversations by using open questions, which pose low constraints on child responses and allow for more sustained dialogs (Massey et al 2008). Due to their predetermined answering possibilities, closed questions are less likely to initiate cognitively challenging conversations (Sigel 2002).…”

Section: Quality Of Teacher-child Interactions During Book Readingmentioning

confidence: 99%

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Read-alouds in kindergarten classrooms: a moment-by-moment approach to analyzing teacher–child interactions

Lara

Deunk

Snow

et al. 2017

European Early Childhood Education Research Journal

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The aim of the study was to explore teacher-child interaction in 24 whole-class read-aloud sessions in Chilean kindergarten classrooms serving children from low socioeconomic backgrounds. Fifteen sessions focused on story meaning, and nine focused on language coding/decoding. We coded teacher and child turns for their function (i.e., teacher initiation, child response, teacher follow-up), type (e.g., open/closed questions, directives; confirmation, elaboration), and complexity (i.e., literal/low vs. inferential/high language). We found considerable variability in reading approaches. Teachers in meaning-oriented sessions initiated more inferential conversations, whereas in code-oriented sessions the majority of initiations had low complexity. Confirmations were the most recurrent follow-up type, while elaborations occurred mainly during inferential conversations. Overall, teachers strongly determined the complexity of the conversation by means of their initiations. The study expands Anglo-American and European findings to the Latin American context, illustrating the commonality of read-alouds as early childhood education practice and underscoring that teachers can engage children from low socioeconomic backgrounds in cognitively challenging conversations.

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Section: Quality Of Teacher-child Interactions During Book Readingmentioning

confidence: 99%

Section: Quality Of Teacher-child Interactions During Book Readingmentioning

confidence: 99%

Section: Codingmentioning

confidence: 99%

Section: Quality Of Teacher-child Interactions During Book Readingmentioning

confidence: 99%

See 2 more Smart Citations

Read-alouds in kindergarten classrooms: a moment-by-moment approach to analyzing teacher–child interactions

Lara

Deunk

Snow

et al. 2017

European Early Childhood Education Research Journal

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“…Research on teacher questioning in early childhood education and care, with a focus on children aged three to five years, concur that the kinds of questions asked by teachers affect the interaction (Allerton, 1993;Chappell, Craft, Burnard, & Cremin, 2008;Massey, Pence, Justice, & Bowles, 2008;McGee & Richgels, 2014;Siraj & Asani, 2015;Siraj-Blatchford & Manni, 2008;van Kleeck, Vander Woude, & Hammett, 2006 that are "focused on nonpresent objects or past and future events… that require the child to draw an inference, analyse information, discuss vocabulary or make predictions" (Massey et al, 2008, p. 349). Less cognitively challenging questions describe those questions that are "about information that is perceptually available or that offer concrete choices" (Massey et al, 2008, p. 349).…”

Section: Teachers' Requests For Children's Displays Of Knowledge -Othmentioning

confidence: 99%

Teacher Talk: "I wonder..." Request Designs

Houen¹

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High quality early education programs are underpinned by teacher-child interactions that seek to support children's engagement with knowledge. A key pedagogical strategy, in such programs, is the use of questioning. This study used ethnomethodology and conversation analysis to undertake a fine-grained investigation of 170 hours of video recorded classroom data from 9 preschools to investigate teacher-child interaction. Findings explicate how teachers use various request designs in their interactions with children. One of the designs identified was the 'I wonder…' formulation, which was shown to be an interactional device that teachers used to engage with factual knowledge and create opportunities for children to enact their agency. Findings of the thesis are presented through three papers written for publication. Collectively, the study identified how teachers design their requests in their interactions with children. One strategy, the 'I wonder…' formulation was shown to create opportunities for children's enactment of their agency and to foster children's contributions of their knowledge in discussion with teachers. Knowledge about pedagogical interactions, such as 'I wonder…' formulations enable teachers to make intentional decisions about the interactional resources they select. Building and using a repertoire of pedagogic strategies to encourage children's contributions to discussions and agency is demonstrable evidence of high quality teacher-child interactions. Findings have implications for the broader quality agenda in early childhood education.

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Approaches to Studying Language in Preschool Classrooms

Dickinson

2011

Research Methods in Child Language

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Educators' Use of Cognitively Challenging Questions in Economically Disadvantaged Preschool Classroom Contexts

Cited by 121 publications

References 49 publications

Read-alouds in kindergarten classrooms: a moment-by-moment approach to analyzing teacher–child interactions

Read-alouds in kindergarten classrooms: a moment-by-moment approach to analyzing teacher–child interactions

Teacher Talk: "I wonder..." Request Designs

Approaches to Studying Language in Preschool Classrooms

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