Question-asking and question-exploring

Abstract

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.

Propuesta de análisis de la intervención de la persona adulta en un espacio de ciencia de libre elección

“…No obstante, en alguna situación, cuando la persona adulta ha formulado demasiadas preguntas reflexivas, la criatura se ha sentido presionada y ha abandonado la propuesta. La importancia de las preguntas en el proceso de enseñanza-aprendizaje ha sido resaltado por diversos autores (Ferrés-Gurt, 2017;Roca et al, 2013;Sanmartí y Márquez, 2012;Hong, 2012;Llonch y Santacana, 2011), para quienes hacer buenas preguntas no es fácil y se puede caer en hacer preguntas no relevantes que impiden «acompañarlos con sensibilidad mientras tratan de obtener respuestas para sus preguntas» (Sands et al, 2012).…”

“…Este planteamiento sobre la importancia del adulto receptivo y atento también lo defienden autores como Fleer (2009) y Frejd (2019. Sands et al (2012) destacan que una intervención desde el respeto requiere de personas adultas atentas a las oportunidades de aprendizaje sin anticiparse o pisar las ideas de los niños y niñas, sino acompañándolas con sensibilidad mientras procuran obtener respuestas a sus preguntas. Estrada y Moreno (2016, p. 15) defienden que «el docente favorece el desarrollo cognitivo cuando, por ejemplo, interpreta el comportamiento de los niños desde un punto de vista intencional y responde en sintonía, favoreciendo así intercambios comunicativos que impulsan, regulan y dirigen las acciones de los niños y niñas con los objetos y con los otros iguales».…”

Bir gelişim göstergesi olarak çocukların soruları

“…They are surprisingly selective while deciding who to learn from (Corriveau & Kurkul, 2014). When children do not get satisfying answers to their questions, they can use different ways such as rearranging their original questions or expressing them in different ways, directing their original questions to another person, stopping asking questions, or sharing their own explanations for alternative feedback (Chouinard, 2007;Frazier, Gelman & Wellman, 2009;Sands, Carr & Lee, 2012). Preschool children's questions are an ideal opportunity for adults to share their experiences, values and beliefs honestly (Stephens, 2007b).…”

Engaging Young Children in Learning by Project-Based Play

“…Numerous studies have examined how the process of project play in preschool can be implemented and adapted to the cognitive, language, motoric, and social emotional development of children (Delaney, 2018;Hesterman & Targowska, 2020;McCann, 2014;Mercer et al, 2019;Salmon, 2008;Sands et al, 2012). Children can be introduced to learning early mathematics, languages, science, engineering, and rudimentary technology through the use of play-based projects (Ali & Mukhtar, 2017;Bautista et al, 2021;Kimathi & Nilsen, 2021;Piscitelli & Penfold, 2015;Tabi, 2019).…”