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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.

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DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1080/09575140802224477
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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
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 12524
Depositing User: Colin Smith
Date Deposited: 04 Dec 2008 08:00
Last Modified: 25 Oct 2012 05:03
URI: http://oro.open.ac.uk/id/eprint/12524
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