Questioning during Story-telling Activities in Singapore Pre-schools

• 발행기관: The Pacific Early Childhood Education Research Association(환태평양유아교육연구학회)
• 저자명: Huai Le Renee Phee Nirmala Karuppiah Yue Yu
• 간행물 정보: 『Asia-Pacific journal of research in early childhood education』 Vol.14 No.3, 73~90쪽, 전체 18쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2020.09.30

영문 초록

Children attending pre-schools should acquire the necessary knowledge, skills, and dispositions to develop holistically. Therefore, promoting thinking skills in children is important. One of the ways to develop and promote thinking skills in children is through “dialogue such as questioning and challenging” (Higham et al., 2010, p. 393). This study looks into pre-school teachers’ conversations with children during story-telling activities. Six Kindergarten 1 (K1) and Kindergarten 2 (K2) teachers’ story-telling activities with children were audio recorded. These recordings were then analyzed with regard to the number and type of questions asked by the teachers. Teachers also participated in qualitative interviews about their views on story-telling activities. Results have shown that teachers mostly asked factual and procedural questions. The questions asked also belonged to the lowest cognitive level of Bloom’s Taxonomy of learning domains. While most teachers agree questions could help to facilitate children’s thinking, some of them think that questions of the higher cognitive levels may be too demanding for children of this age. These results have future implications for various stakeholders.

목차

Introduction

Literature Review

Method

Results

Discussion

Limitations

Conclusion

키워드

questioning story-telling activities pre-school Singapore