“She Wanted to Know the Full Story”: Children’s Perceptions of Open Versus Closed Questions

Brubacher, Sonja P.; Timms, Lydia; Powell, Martine B.; Bearman, Madeleine

doi:10.1177/1077559518821730

Cited by 13 publications

(6 citation statements)

References 21 publications

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“…Sharing views on open questions freely increases children's experiences of being listened to (Brubacher, Timms, Powell, & Bearman, 2019). By analysing children's negative experiences, we pay attention to the issues that children dislike and that need improvement, to increase knowledge about possible jeopardizing negative experiences in ECEC.…”

Section: Methodsmentioning

confidence: 99%

Children’s negative experiences as a part of quality evaluation in early childhood education and care

Pihlainen

Reunamo

Sajaniemi

et al. 2020

Early Child Development and Care

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Quality factors are the subject of increasing interest in the research and practice of early childhood education and care (ECEC). The purpose of the article is to emphasize the importance of the children's voice in relation to the quality of ECEC. This article focuses on children's negative experiences of ECEC as they can be used to improve services and increase children's wellbeing. The data was collected by means of a questionnaire from 2500 children aged 2-6 years (girls 50.4%) in Finland. The data was analysed using qualitative and quantitative content analysis. According to the results, children mentioned both structural and process factors. Peer interaction among children was mentioned the most when referring to negative experiences in ECEC. We conclude that children's negative experiences provide an opportunity for ECEC professionals to support children's resilience and a sense of belonging, which are important elements in the process quality of ECEC.

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Section: Methodsmentioning

confidence: 99%

Children’s negative experiences as a part of quality evaluation in early childhood education and care

Pihlainen

Reunamo

Sajaniemi

et al. 2020

Early Child Development and Care

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show abstract

“…Andersson-Bakken (2015) claims what is most important for the classroom dialogue is to follow up both open and closed questions with in-depth questions. Brubacher et al (2019) found that children tend to find closed questions easier than open questions because they require less reflection to answer, but also that they feel more listened to and better able to give their stories in response to open question. Mapplebeck and Dunlop (2021) revealed that when students were discussing open questions, two characteristics were important to them: they made them think, and they were made to work out answers for themselves.…”

Section: Research Articlementioning

confidence: 97%

“…Typical questions in this study that combine scaffolding of science content (SS) & science language (SL) placed in questioning model (Adapted from Ulleberg & Solem, 2018) teachers enabled participation by bringing out student ideas and expectations. Brubacher et al (2019) found that children feel more listened to and better able to give their stories in response to open questions. Prior knowledge and experiences as well as ideas were highlighted, which is an important part of activating and idea-generating dialogues (Kolstø, 2016).…”

Section: Orienting and Influencing Teacher Questions When Students Pr...mentioning

confidence: 98%

Teachers’ use of inquiry and language scaffolding questions when preparing an experiment

Øyehaug,

Kouns,

Savelsbergh

2024

EUR J SCI MATH ED

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This study analyze data from three national contexts in which teachers worked with the same teaching materials and inquiry classroom activities, investigating teachers’ use of strategies to promote interaction and scaffolding when participating in a professional development program. The data material is collected from three case studies from the Netherlands, Norway, and Sweden, respectively. Each case is from a teaching unit about green plants and seed sprouting. In one lesson in this unit, students were involved in planning an experiment with sprouting seeds, and this (similar) lesson was videotaped in three national settings. The main research question is, as follows: How do primary teachers use questions to scaffold conceptual understanding and language use in inquiry science activities? The data analysis shows that teachers ask different kind of questions such as open, closed, influencing and orienting questions. The open, orienting questions induce students to generate their own ideas, while closed orienting and influencing questions often scaffold language and content-specific meaning-making. However, both open, closed, orienting and influencing questions can scaffold student language and conceptual understanding. Often, teacher questions scaffold both language content-specific meaning-making at the same time. The study shows the subtle mechanisms through which teachers can use questions to scaffold student science literacy and thereby including them in classroom interaction.

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“…En este sentido, Wolfman, Brown y Jose (2016) estudiaron la capacidad de respuesta de víctimas de AS de 6 a 16 años en función del tipo de pregunta, y observaron que la probabilidad de obtener respuesta es mayor en las preguntas cerradas frente a las abiertas. Esto puede deberse a una mayor facilidad de respuesta percibida al requerir menor reflexión, aunque estas generen menor sensación de escucha (Brubacher et al, 2019).…”

Section: Fase De Recuperaciónunclassified

Víctimas de abuso sexual especialmente vulnerables: obtención del testimonio

Vara

Manzanero

Vallet

2021

D&S

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En los delitos sexuales, las características especiales de algunas personas las convierten en víctimas potencialmente vulnerables. Ante la responsabilidad y obligatoriedad legislativa de actuar de manera inmediata en defensa de sus derechos y garantizar su protección, los profesionales del contexto policial y judicial que intervienen en la obtención del testimonio tienen el reto de adaptar los procedimientos para la obtención y evaluación de sus testimonios. Las investigaciones previas confirman desinformación y consiguiente mala praxis policial y judicial en los casos de abuso sexual a víctimas especialmente vulnerables: alta demora en las denuncias, repetición de interrogatorios y uso de preguntas inadecuadas. En el presente artículo se analizan todos estos factores de influencia y se dan algunas recomendaciones para mejorar los procedimientos de obtención de sus testimonios. Finalmente, se alerta sobre la posible sugestión que podría derivarse del mal uso de procedimientos que pretenden mejorar la cantidad de información recuperada, pero que pueden contribuir a generar falsas memorias.

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“She Wanted to Know the Full Story”: Children’s Perceptions of Open Versus Closed Questions

Abstract: The authors are grateful to the children and parents who participated, and to Belinda Guadagno for assistance with data collection and analysis for the pilot study. Parts of the paper were

Cited by 13 publications

References 21 publications

Children’s negative experiences as a part of quality evaluation in early childhood education and care

Children’s negative experiences as a part of quality evaluation in early childhood education and care

Teachers’ use of inquiry and language scaffolding questions when preparing an experiment

Víctimas de abuso sexual especialmente vulnerables: obtención del testimonio

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