‘I wonder what you know … ’ teachers designing requests for factual information
Sandy Houen, Susan Danby, Ann Farrell, Karen Thorpe, Queensland University of Technology, Australia
TATE Volume 59, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
Optimizing the quality of early childhood education (ECE) is an international policy priority. Teacher-child interactions have been identified as the strongest indicator of quality and most potent predictor of child outcomes. This paper presents ethnomethodological and conversation analysis of an interaction between an early childhood educator with two children as they engage in Web-searching. Analyses shows that question design can elicit qualitatively different responses with regard to sustained interactions. Understanding the design of teacher questions has pedagogic implications for the work of the teacher and for the broader quality agenda in early childhood education.
Houen, S., Danby, S., Farrell, A. & Thorpe, K. (2016). ‘I wonder what you know … ’ teachers designing requests for factual information. Teaching and Teacher Education: An International Journal of Research and Studies, 59(1), 68-78. Elsevier Ltd.