The Open UniversitySkip to content
 

Question-posing and question-responding: the heart of 'Possibility Thinking' in the early years

Chappell, Kerry; Craft, Anna; Burnard, Pamela and Cremin, Teresa (2008). Question-posing and question-responding: the heart of 'Possibility Thinking' in the early years. Early Years: An International Journal of Research and Development, 28(3) pp. 267–286.

Full text available as:
[img]
Preview
PDF (Not Set) - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (160Kb)
DOI (Digital Object Identifier) Link: http://doi.org/10.1080/09575140802224477
Google Scholar: Look up in Google Scholar

Abstract

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.

Item Type: Journal Article
ISSN: 0957-5146
Keywords: 'Possibility Thinking'; PT; question-posing; question-responding; creative learning; teaching for creativity
Academic Unit/Department: Education and Language Studies > Education
Education and Language Studies
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Education Futures
Item ID: 12524
Depositing User: Colin Smith
Date Deposited: 04 Dec 2008 08:00
Last Modified: 24 Feb 2016 03:38
URI: http://oro.open.ac.uk/id/eprint/12524
Share this page:

Altmetrics

Scopus Citations

► Automated document suggestions from open access sources

Download history for this item

These details should be considered as only a guide to the number of downloads performed manually. Algorithmic methods have been applied in an attempt to remove automated downloads from the displayed statistics but no guarantee can be made as to the accuracy of the figures.

Actions (login may be required)

Policies | Disclaimer

© The Open University   + 44 (0)870 333 4340   general-enquiries@open.ac.uk