Intentional Questioning Strategies

Editor's note: This text-based course is a transcript of the webinar, Intentional Questioning Strategies, presented by Joanna Grymes, PhD.

Learning Outcomes

After this course, participants will be able to:

• Articulate the different levels of Bloom’s Taxonomy.
• Distinguish questioning skills and strategies by type.
• Summarize the current findings related to how conversational turns relate to language development.

Introduction

I am looking forward to sharing information about intentional questioning strategies with you. Questions are crucial in communication and understanding, so I'm excited to explore this topic further. 

Izzie, did you ask a good question today?

Let me start with this fantastic quote from Isidor Isaac Rabi, a Nobel-winning physicist. Rabi credits his mother for his scientific journey because, instead of the usual "What did you learn in school today?" she would ask, "Izzy, did you ask a good question today?" This perspective of encouraging good questions fueled his curiosity, ultimately leading him to become a scientist. (https://www.nytimes.com/1988/01/19/opinion/l-izzy-did-you-ask-a-good-question-today-712388.html)

This got me thinking about intentional questioning, especially in the context of children. The idea is to spark their curiosity and make them wonder about the world.

Engel and Snow, 2023

• Young children are not ready to read but ARE ready to discuss what has been read to them
• Think about if Goldilocks was naughty or if the Three Little Pigs were clever, and tell you their reasons why
• “Probing conversation is key to helping children become good readers.”  

(Engel & Snow, 2023)

Intentional questioning with kids can make learning so much more interactive and engaging. Susan Engel and Catherine Snow hit the nail on the head in their Washington Post piece – even if young children aren't quite ready to read independently, they're more than ready to dive into discussions about what's being read to them.

Consider the classics like Goldilocks and the Three Little Pigs. Instead of just narrating the story, throwing in open-ended questions like "Was Goldilocks naughty or just curious?" or "Were the three little pigs clever, or were they being mean to the wolf?" invites kids to think, ponder, and come up with their own unique perspectives. It's not just about regurgitating the plot; it's about stimulating their minds, fostering reasoning skills, and actively involving them in learning.

Empowering children to share their thoughts and reasoning is a powerful way to cultivate curiosity and critical thinking. It's laying the groundwork for them to become active learners and thinkers.

Now, let's delve deeper into practical strategies and techniques for intentional questioning. How can we create an environment where children feel encouraged and empowered to ask questions and explore their own ideas?

Engel and Snow's point about probing conversation is key to helping children become good readers resonates. While I'm not one to solely focus on getting kids ready for the next educational step, being a good reader is undoubtedly a positive outcome. So, how do we weave intentional questioning into the fabric of early education to nurture these essential skills?

Conversational Turns

• Increasing research findings support the importance of the number of “conversational turns” in children- these have been associated with more positive later language outcomes
• Not just the number of words but how children interact with the partner and the content 
• Asking questions by either partner can be an effective start or continuation of a conversational turns

(Hanen Center; LENA; Romeo et al.)

As I reflect on the wisdom shared by Susan Engel and Catherine Snow in their Washington Post piece, the idea that young children might not be ready to read independently but are more than ready to engage in discussions about what's being read to them really resonates with me.

Take the timeless tales of Goldilocks and the Three Little Pigs, for example. Instead of merely narrating the stories, introducing open-ended questions like "Was Goldilocks naughty or just curious?" or "Were the three little pigs clever, or were they being mean to the wolf?" adds a whole new layer to the learning experience. It's not just about reciting the plot; it's about sparking their curiosity, encouraging them to think, fostering their reasoning skills, and actively involving them in the learning process.

Empowering children to voice their thoughts and reasons is a powerful way to cultivate curiosity and critical thinking. It's like laying the groundwork for them to become active learners and thinkers, preparing them for a future where asking questions is a natural part of their quest for knowledge.

Now, let's dig deeper into practical strategies for intentional questioning. How can we create an environment where children feel encouraged and empowered to ask questions and explore their own ideas?

Engel and Snow's idea of probing conversation being key to helping children become good readers truly strikes a chord. While I'm not solely fixated on preparing kids for the next educational step, the notion that being a good reader is a positive outcome definitely resonates. So, how do we seamlessly weave intentional questioning into the fabric of early education to nurture these essential skills?

Conversational terms sound intriguing. Here is what the research is telling us about them and how they play into fostering a rich learning environment.

• Current findings suggest 40 turns per hour are recommended for optimal language development
• Adult to child and child to child both count

(LENA: www.LENA.org)

The notion of conversational turns is intriguing, backed by research suggesting that a whopping 40 turns per hour are recommended for optimal language development. It does sound a bit overwhelming at first – 40 turns in an hour! However, it's crucial to clarify that it doesn't mean you, as an educator, must engage in 40 one-on-one conversations within the limited time frame for each child in a classroom. That would indeed be a herculean task.

Conversational turns can take various forms. They could be questions directed at a small or large group, offering opportunities for children to interact with each other. The key here is the interaction of language, making language development a dynamic and engaging process. It's not just about the quantity of words spoken but the quality and diversity of the conversations.

The emphasis on adult-to-child and child-to-child interactions is vital. Both contribute significantly to language development. It involves talking to each other, listening actively, and responding thoughtfully. So, when we think about intentional questions, we're looking at a tool that fosters engagement and supports achieving that 40 turns-per-hour goal.

Consider how intentional questions can catalyze meaningful interactions, allowing children to express their thoughts, respond to each other, and build a rich conversational environment. It's about meeting a numerical target and creating an atmosphere where language flourishes through genuine and purposeful exchanges. So, how can intentional questioning strategies be tailored to maximize these conversational turns, ensuring a vibrant and language-rich learning environment? Let's explore that further.

Asking & answering are an important part of effective teaching and learning when… 

• The “How of Learning” Principles are considered:
  • Active rather than passive
  • Engaging rather than distracting
  • Meaningful rather than disconnected
  • Joyful rather than boring

(Blinkoff et al., 2023)

Asking and answering questions are at the core of effective teaching and learning across all age groups. Whether we're dealing with preschoolers, high schoolers, or even college students, like in my case, questions are the heartbeat of the educational process.

Now, considering the "how" of learning principles, I recently discovered something NUYC published that struck a chord. They presented a continuum that delves into the principles of how learning should take place. It emphasizes the importance of making learning active rather than passive, ensuring that children are not just recipients but active participants in the learning process. It's not just about throwing questions out there; it's about listening to how children respond and providing them with opportunities for meaningful engagement.

Moving along this continuum, the idea of being engaging rather than distracting is crucial. As adults, it can be challenging to discern when our questions might interrupt a child's play or thought processes, potentially becoming a distraction rather than a supportive element in their learning journey.

In the realm of intentional questioning, we want to ensure that our questions are active, engaging, meaningful, and connected to the child's current activities and interests. They should evoke joy and enthusiasm rather than boredom. We should not use disconnected and dull questions that might make a child feel obligated to respond to please the adult.

Creating intentional conversations involves making the questioning process active, engaging, meaningful, and joyful. It's about connecting with the child's world, asking questions that matter to them, and fostering an environment where conversational turns become a natural and enjoyable part of learning. So, how do we ensure that our intentional conversations embody these principles? What specific actions and behaviors should we incorporate into our interactions with children? Let's explore further.

Intentional Conversations

• Use active listening to the child’s response
• Focus on areas the child shows interest in 
• Be on the child’s level, make eye contact as appropriate, and ask a question to show your interest and support
• Make sure to allow wait time when you are asking questions that require processing
• Listen to their answers! 

(CDC, Hanen Center, NAEYC)

Active listening takes center stage in intentional conversations, where connecting with a child on their level involves more than just throwing questions their way. It's about getting down to their eye level, showing genuine interest in what they say, and ensuring that your entire being is present.

We can't overlook the impact of cultural norms on conversations, acknowledging that these norms can guide the way we engage. Yet, within those cultural bounds, are we fully engaged in listening? Do we convey our interest, enthusiasm, and joy through body language? It's not just about hearing their words; it's about actively listening to their thoughts and ideas.

Understanding the child's interests is paramount in intentional conversations. This means knowing each child individually – recognizing that Jacob might be fascinated by building blocks while Jeffrey is more intrigued by the mechanics of tricycles. It's not just early childhood education; it's about delving into physics, mechanics, and even the mysteries of why squirrels run so fast.

Active listening also demands patience, especially when giving children the time to process and respond to questions. It's not about rapid-fire inquiries; it's about providing the space for children to think, reflect, and articulate their thoughts. And yes, it's hard, but it's crucial for questions to have real meaning and impact.

Listening to children's answers is a skill in itself. Their responses are often gems waiting to be discovered. I recall a delightful interaction with three-year-old Mark. He confidently pointed to the ship when asked which item didn't belong among a train, car, ship, and an ear of corn. His reasoning? "The train had wheels, the car had wheels, and the ear of corn rolled in butter, but the ship doesn't roll." This unexpected response led to a charming conversation about corn and Mark's experiences.

Intentional conversations go beyond merely asking questions; they create a genuine and dynamic dialogue. It's about active listening, understanding each child's unique interests, and appreciating the richness of their responses. It's about giving them the time to express themselves, turning every answer into an opportunity for a meaningful and engaging exchange.

Types of Questions

• Close-Ended
  • Yes/no and similar
  • Who, what, when, where, why
  • One correct/expected answer
• Open-Ended
  • Probing
  • Reflective
  • Unique and multiple possible answers

Let's delve into the world of questions, and one way to categorize them is into two broad types: closed-ended and open-ended. The beauty of these terms lies in their straightforwardness – they pretty much mean what they say.

Closed-ended questions typically have one specific answer, often a single word or a brief phrase. Think of yes/no questions or queries that start with who, what, when, where, or why. For instance, in the tale of Jack and Jill going up the hill, closed-ended questions would include: Who went up the hill? Jack and Jill. What did they take with them? A pail of water. Where were they? Going up the hill. These questions have a predetermined correct or expected answer. They often don't require much elaboration from the child.

Now, consider open-ended questions. These are queries that don't have a single, expected answer. The response could be anything and typically involves more than just a few words. Open-ended questions invite exploration, probing, and reflection. They offer the opportunity for unique and varied answers. Questions like, "What's your opinion?" "What do you think about?" or "What do you think would happen if?" fall into this category. Unlike closed-ended questions, open-ended ones don't have a right or wrong answer. They encourage children to think more deeply, fostering engagement and responsiveness to the learning process.

Reflecting on Mark's earlier response about the items not belonging, it could have been framed as a closed-ended question expecting a specific answer. But by keeping it open-ended, Mark had the space to provide an unexpected and thought-provoking response. Open-ended questions, with their room for creativity and multiple perspectives, often lead to more engaged and responsive interactions with children.

Should we use closed-ended questions?

• OH, wait – a close-ended question!
• How about why closed-ended questions might be appropriate?
• Comprehension and basic knowledge checks
• Other reasons???

Closed-ended questions have their place, and it's not about dismissing them entirely but rather understanding when and why to use them. Closed-ended questions are valuable for certain purposes, such as checking comprehension and assessing basic knowledge. Questions like "What do you remember about that story?" or "What was the little boy's name?" are effective tools for gauging understanding and recall.

The appropriateness of closed-ended questions can also be influenced by the context in which you work. For instance, they might be more suitable for children with developmental delays who respond better to questions with more straightforward answers. Similarly, considering the age group of the children is essential—closed-ended questions might be more fitting for younger children, like babies and toddlers, compared to preschoolers or school-aged kids.

The key is not to label closed-ended questions as inherently negative but to recognize their role in specific contexts. They serve a purpose, but they should not dominate all interactions. The variety of questions, including open-ended ones, enriches the learning experience for children.

Moreover, I want to stress the importance of aligning your questioning strategies with your curriculum. What does your curriculum emphasize? If it leans heavily toward closed-ended questioning, it might be worthwhile to reassess its design. A well-rounded curriculum should encourage a mix of questioning types to cater to diverse learning needs and foster a more comprehensive understanding.

In essence, closed-ended questions are tools in the larger toolbox of teaching methods. Understanding when and why to use them, and complementing them with other question types, contributes to a more dynamic and effective learning environment.

Bloom's Taxonomy

• Guide to outcomes/objectives and questions for teachers

Bloom's Taxonomy is a guide or framework for writing outcomes or objectives and a guide to thinking about the kinds of questions that teachers ask children. Taxonomy is a really big name. As a taxonomy, you could think of it as a pyramid. We start at the bottom, and each level becomes a bit more complex.

• Remembering/Knowledge
  • Who was the story about?
• Understanding/Comprehension 
  • Retell the story
• Applying/Application
  • Use of facts, rules and principles to solve a problem
• Analyzing/Analysis

For remembering or knowledge, students recall information or facts previously provided to them. It's akin to regurgitating as they give back what has been given to them. Questions here aim to gauge what a child remembers from a story or lesson, such as "Who was the story about?" or "What happened in the tale of Jack and Jill?"

Moving up the cognitive ladder, we have understanding or comprehension. While still involving the recollection of information, comprehension goes beyond mere repetition. It encourages students to retell or paraphrase the material in their own words. For instance, instead of merely stating the characters' names, the child might be asked to explain the events involving Jack and Jill in their own words.

Applying or application takes us to the next tier. Here, students move from recalling information to utilizing it. This involves applying facts, rules, or principles to solve problems or complete tasks. It's not about regurgitating; it's about doing something with the acquired knowledge or skills in a novel situation.

As we ascend our pyramid, we reach analyzing or analysis. This level involves understanding the relationships among component parts. In the context of a block tower, students might be asked to examine how different blocks relate to each other in the structure. Analogously, analyzing in language studies could mean breaking down sentences into components like subjects, verbs, adjectives, and phrases to understand their relationships.

These levels build a cognitive hierarchy, each layer fostering deeper understanding and critical thinking skills. From remembering and understanding to applying and analyzing, Bloom's Taxonomy provides a roadmap for educators to craft questions that encourage diverse cognitive engagement among students.

• Evaluating/Evaluation
  • What might happen if? (making a judgment)
• Creating/Synthesis
  • Developing a new plan or design

At the evaluating and evaluation stage, students make judgments, ponder what might happen in different scenarios, express their opinions, and consider alternative options. Questions here encourage children to think critically about a situation and form their own judgments.

Finally, we reach the pinnacle of creating or synthesis. Here, students move beyond understanding and applying information to generate something entirely new. Whether it's crafting a new plan, composing an original song, or developing fresh ideas, this level taps into their creativity and innovation.

Understanding Bloom's Taxonomy can serve as a guide for teachers to scaffold their questions effectively. Starting from basic knowledge and comprehension, progressing through application and analysis, and culminating in evaluation and synthesis, the taxonomy provides a structured approach to fostering a wide range of cognitive skills in students.

Let's consider applying this taxonomy in a practical scenario. If we were to involve students in creating a poem, we would begin by ensuring they have basic knowledge about what a poem is – rhyming words and storytelling. Moving on, we'd encourage them to comprehend or understand the components of a poem, perhaps by summarizing or describing what they know about it. Applying this knowledge might involve tasks like listing rhyming words or recognizing different poetic elements.

As we climb the cognitive ladder, we delve into analysis by prompting students to examine relationships between elements in a poem. Evaluative questions might ask them to judge whether a poem makes sense or has a cohesive theme. Finally, the creative stage would involve synthesizing all this information to create their own poem, drawing on the criteria established through the previous levels.

Bloom's Taxonomy provides a strategic framework for educators to craft questions that progressively enhance students' cognitive abilities.

• Remembering
  • Basic knowledge or comprehension questions
  • Correct/expected answers 
  • Recalling the same words/language
• Understanding
  • Retell in their own words … 
  • Summarize, describe
  • Still basic correct/expected answers
• Applying
  • Apply a skill, draw a picture
  • Using information in a way different from before
  • Classifying
  • Solving problems
• Analyzing
  • Compare/Contrast
  • Think about how parts are related
• Evaluating
  • Opinions
  • Judge with criteria (whys) 
• Creating
  • Bringing together for something new
  • Creating!

We'll now explore some questions, and I'd like you to consider the corresponding level within Bloom's Taxonomy. We have "remembering," where information is recalled just as it was presented or regurgitated. Then there's "understanding," where I rephrase it in my own words, adding my perspective to the given information. Next up is "application," involving problem-solving and practical use of knowledge. Moving along, we encounter "analysis," delving into how different parts relate to one another and connect to the whole. Following that is "evaluation," requiring judgment and decision-making. Finally, we reach "creating," the pinnacle where entirely new concepts or creations emerge.

Let's categorize these for Goldilocks and the 3 Bears.

Goldilocks and the 3 Bears

• Why would Goldilocks want to go into the bear’s house rather than stay in the woods?
  • Analyzing … how things are related to each other, compare and contrast
• How many bears were in the family?
  • Remembering … specific, expected answer to recall
• If Goldilocks went to your house, what would she like the most and why?
  • Evaluating … making a judgment using criteria

For Goldilocks and the Three Bears, our first inquiry is, "Why would Goldilocks want to go into the Bear's House rather than stay in the woods?" Here, we're delving into the realm of analyzing. It's like we've handed the children a magnifying glass and asked them to scrutinize the intricate details of the story. We're urging them to compare and contrast and explore the reasons behind Goldilocks' choice – an exploration that sparks critical thinking.

Let's focus on a more straightforward question: "How many bears were in that family?" Here, we're squarely in the territory of remembering. It's akin to asking the children to reach into their memory vaults and pluck out a specific piece of information. There's a correct answer, a singular number of bears that resided in that storybook family.

Finally, let's venture into the imaginative realm with the question: "If Goldilocks went to your house, what do you think she would like the most and why?" This question takes us into the domain of evaluating. We're asking the children to put on their thinking caps, make judgments, and provide reasons for their choices. It's an exploration of preferences and the underlying criteria influencing those preferences.

In this storytelling adventure, we've navigated through levels of analysis, memory recall, and thoughtful evaluation. Each question was a stepping stone, encouraging the children to engage their minds in various ways. As the story unfolds, so does their cognitive journey, making the learning experience both enchanting and intellectually stimulating. 

• Why did Goldilocks like the baby bear’s things best?
  • Understanding … restating or describing factual information in their own words
• What might have happened if the bear family had a pet dog who was home when Goldilocks came in?
  • Creating … developing a new element to the story
• What are ways you keep people from coming into your house that the bears might do?
  • Applying … solving a problem

In this imaginative exploration of Goldilocks and the Three Bears, let's ponder the question: "Why did Goldilocks like the Baby Bear's things best?" As we unravel the layers of cognitive engagement, this question falls into the domain of understanding. The children are called upon to articulate their comprehension of the story, weaving it into their own words. It's not merely recalling facts; it's rephrasing and interpreting, showcasing an understanding of the narrative intricacies.

In the realm of creative speculation with the inquiry: "What might have happened if the Bear family had a pet dog who was home when Goldilocks came in?" Here, the children are summoned to unleash their creative prowess. The question propels them into the domain of creating, where they fabricate new elements for the story. The canvas expands beyond the known narrative, allowing the young minds to envision alternate scenarios and outcomes.

As we contemplate the final question, "What are ways you keep people from coming into your house that the bears might do?" a practical challenge emerges. Here, we traverse into the terrain of applying. The children aren't merely absorbing information; they are prompted to employ their existing knowledge, offering solutions and contemplating practical measures akin to what the Bear family might do.

Each question weaves its own tapestry within the cognitive landscape, fostering an atmosphere where young minds are both challenged and inspired. Whether recalling, understanding, creating, or applying, these intentional questions transform a familiar story into a vibrant platform for cognitive exploration and expressive engagement. 

Using Bloom's

• Which kinds of questions are easier to think up?  Which are more difficult?
• Not important that you label all your questions … 
• Important you are intentional about what you ask

Reflecting on the art of questioning, we realize that certain types of questions come more naturally to us than others. The queries that tap into the realms of remembering and understanding often flow effortlessly – the color of a coat, the furniture Goldilocks chose – it's like reaching for the low-hanging fruit of information. These questions require minimal cognitive effort; the answers are straightforward and grounded in shared information.

Contrastingly, questions that beckon the higher echelons of thinking – applying, analyzing, evaluating, creating – demand intentional thoughtfulness. Crafting these questions on the fly is akin to a mental gymnastic feat, as they necessitate a deliberate consideration of how to provoke deeper cognitive engagement.

Yet, the true magic happens when we recognize the power of intentionality in question construction. When questions are premeditated and shaped with the deliberate aim of stimulating critical thinking, they become powerful tools for intellectual growth. It's not about rigidly categorizing each question under a specific Bloom's Taxonomy tier but rather about fostering an environment where questions serve as catalysts for meaningful dialogue and cognitive exploration.

Acknowledging that recalling and understanding questions may be easier to summon spontaneously, the key lies in proactively planning for a diverse array of questions. The richness of an educational exchange is amplified when it traverses through various cognitive dimensions – a spectrum that extends from the foundational knowledge recall to the inventive realms of creating something new.

Ultimately, the goal is not to meticulously categorize questions in the midst of interaction but to infuse intentionality into the inquiry process. The journey of engaging questions is about the interplay of spontaneity and premeditation, striking a balance that elevates the learning experience for the educator and the eager minds soaking up knowledge. As you embark on this quest of intentional questioning, relish the dynamism it brings to the learning landscape.

Bloom’s and Open vs Closed…

• Remembering will be closed-ended
• Others may be open-ended … but Understanding still has an expected answer
• Applying & Analyzing – depends on what you are asking but may have an expected answer (ideally not often)
• Evaluating and Creating – open-ended and unique!

The dichotomy between open and closed-ended questions provides another valuable perspective in our exploration of intentional questioning. Remembering often aligns with closed-ended questions, encapsulating a definite answer within a word or a short phrase. As we ascend the cognitive ladder to understanding, the questions may become more open-ended in structure, inviting learners to articulate their comprehension in more elaborate terms. Yet, within the expansiveness of understanding, an anticipated response might still linger, guided by the information shared.

The terrain of applying and analyzing questions introduces a nuanced complexity. Depending on the framing, these questions could either have a definitive expected answer or open the door to diverse responses. The educator's artistry lies in formulating these questions with an awareness of the potential breadth of answers, encouraging learners to explore and apply their knowledge in varied ways.

When we traverse into the realms of evaluating and creating, the true essence of open-ended questioning flourishes. Here, there isn't a prescribed answer waiting to be echoed back. Instead, learners are prompted to infuse their unique perspectives, judgments, and creative impulses into their responses. The beauty of these questions lies precisely in their ability to elicit a myriad of thoughtful and imaginative answers.

Another Way to Think About Bloom’s Taxonomy

• Lower-Order
  • Bloom’s – Remembering and Understanding
  • Recalling information
  • Tend to be close-ended
• Higher-Order
  • Bloom’s higher levels
  • Using information in new ways/situations
  • Actively using what has been learned
  • Should be open-ended

The essence lies not in rigid adherence to a specific taxonomy but in the thoughtful, intentional, and purposeful construction of questions. Whether you navigate through Bloom's Taxonomy, the open-closed spectrum, or the lower-higher order dichotomy, the underlying current is the same—intentionality.

By contemplating the nature of your questions, you are shaping the learning experience. It's about understanding the purpose behind each question, tailoring them to suit the developmental stage of your learners, and ensuring a harmonious blend that caters to various cognitive levels.

Higher-Order Thinking in Young Children

• Being able to go beyond the information given …
• Using new and learned information to solve new problems/find answers 
• Increasing importance in a world where information is readily available but critical thinking about that information is not …

The emphasis on higher-order thinking or critical thinking in young children is pivotal in today's information-rich environment. It's not just about acquiring knowledge; it's about going beyond the given information, using it creatively, and applying it to new situations or challenges. Questions like "What would Goldilocks like in your house and why?" encourage children to synthesize information from the story and their own experiences, fostering critical thinking skills.

The importance of critical thinking becomes even more pronounced in a world flooded with information, especially considering the vast resources available at our fingertips through technology. The challenge lies in having access to information and discerning its reliability, validity, and relevance. This skill is indispensable in navigating the complex information landscape and distinguishing between credible sources and misinformation.

Non-Question Questions

• I wonder …
• Tell me …
• What do you notice …

(NAEYC)

The power of using non-question prompts like "I wonder" is indeed profound. It's a doorway to curiosity, exploration, and critical thinking. By framing statements as wonderings, adults invite children into a shared journey of discovery. This approach not only encourages children to actively engage with their surroundings but also communicates that curiosity is a valued and encouraged trait.

The open-ended nature of "I wonder" prompts leaves space for creativity and personal interpretation. It sparks a sense of inquiry, prompting children to explore, observe, and offer their insights. It's a subtle way to promote a culture of curiosity, where questions are not just a means to an end but a gateway to a deeper understanding of the world.

Moreover, prompts like "Tell me about..." encourage children to verbalize their thoughts and experiences. This fosters language development and provides valuable insights into a child's perspective and understanding. It opens up a dialogue, creating an environment where children feel heard and respected.

Incorporating non-question prompts into interactions with children is a wonderful way to nurture their inquisitive nature and lay the foundation for a lifelong love of learning. It's a reminder that teaching is about providing answers and cultivating a mindset of exploration and continuous questioning.

During Play Episodes...When to ask/when to not?

• Be intentional!
• Observe first, then comment
• Have some prompts ready to use 
• Reflect on their play rather than insert your ideas
  • Remember: 
    • Active rather than passive
    • Engaging rather than distracting
    • Meaningful rather than disconnected
    • Joyful rather than boring

(NAEYC; Blinkoff et al.)  

These considerations about the timing and nature of questions during play episodes are crucial for creating meaningful interactions and supporting children's development. The emphasis on intentionality, observation, and reflection aligns with creating an environment where questions enhance the learning experience rather than serving as mere distractions.

The idea of observing first and then commenting is especially powerful. It allows educators to tailor their questions to the specific context of the child's play, making the interaction more relevant and meaningful. This approach respects the child's agency and creativity, letting them lead the way while educators provide thoughtful input.

Having prompts ready is a practical strategy, ensuring educators are well-equipped to pose questions that stimulate higher-order thinking. This is particularly valuable in themed play scenarios, where questions can be tailored to align with the specific focus, deepening the child's understanding and engagement.

The emphasis on reflection is a valuable reminder for educators to consider the impact of their questions on the child's play. It encourages a thoughtful approach, prompting educators to question whether their interventions are active and engaging or passive and distracting. The importance of maintaining enthusiasm and joy in asking questions reflects an understanding of how the educator's attitude can influence the child's receptiveness and engagement.

Thinking About the Curriculum…

• Don’t forget the magic of ‘I wonder…”

Thinking about the curriculum, don't forget the magic of "I wonder." It's so powerful, and I'm not perfect at using that, even though I love it. Next, what are some kinds of intentional questions I might want to use or might not want to use or think about?

Art Prompts

• Avoid the “what is it” question
• Tell me how you …
• What do you like about …
• What is the next thing you could try …

Encouraging questions that delve into the creative process rather than asking children to define their art by its final product reflects an understanding of the developmental nature of artistic expression in young children.

Asking questions like "Tell me how you created that color" or "What do you like about this picture that you've done?" shifts the focus from a fixed outcome to the child's exploration and decision-making during the artistic process. This approach supports the idea that the value of art lies in the journey of creation and the child's engagement with materials, colors, and personal expression.

Additionally, the question "What is the next thing you could try?" encourages forward-thinking and continuous exploration, fostering a growth mindset in children's approach to art. This is particularly important in cultivating a positive attitude towards learning and experimentation.

Block Prompts

• How might you …
• How did you …
• Compare yours to …
• Which blocks would be better to …

The approach to using blocks in early childhood education focuses on fostering active engagement, critical thinking, and meaningful dialogue. The questions provided align with the idea of prompting children to think about their actions, make decisions, and compare their creations, thereby enhancing the learning experience.

The questions such as "How might you build a taller building?" and "Can you compare your building to this child's building?" encourage children to think about their building process, consider alternatives, and engage in constructive comparisons. These questions not only stimulate creativity but also prompt children to reflect on their choices and problem-solving strategies.

The emphasis on comparative questions, like "Which blocks would be better to build at the bottom? Which blocks would be better to build at the top?" promotes critical thinking and spatial awareness. It encourages children to think about the stability and structure of their constructions, introducing engineering and problem-solving elements into their play.

Moreover, the question "Which blocks would be better for building a zoo for the animals you have?" introduces a thematic element, integrating imaginative play with block building. This type of inquiry supports the holistic development of children, combining cognitive and imaginative aspects of their play.

The contrast with questions like "What shape is that?" or "How many blocks did you use?" highlights the shift from closed-ended, fact-focused questions to open-ended, thought-provoking questions that engage children more meaningfully and intentionally. This approach aligns with the broader philosophy of fostering higher-order thinking skills and active learning in early childhood settings.

Dramatic Play Prompts

• Could you use something else to …
• Who would be the best person to …
• What would happen if…

The questions provided for dramatic play scenarios encourage children to think critically, problem-solve, and extend their play creatively. The questions are designed to foster imagination, role-playing, and collaborative decision-making.

The inquiry, "Could you use something else? How could you use something else?" prompts children to think creatively and resourcefully. It encourages them to consider alternative props or materials to enhance their play, promoting problem-solving skills and flexibility in their imaginative scenarios.

The question, "Who might be the best person to play?" adds an element of decision-making and role assignment to the dramatic play. This question invites children to think about the roles within their play scenario, encouraging them to consider different characters and their unique attributes. It also fosters collaboration as children discuss and negotiate their roles within the play setting.

The question, "What would happen if?" is a valuable prompt for extending play. Introducing a hypothetical scenario encourages children to think beyond their current situation and generate new ideas for their play. This question sparks creativity, prompts storytelling, and further allows children to develop their dramatic play narrative.

Overall, these questions aim to support active engagement, imaginative thinking, and collaborative play in the context of dramatic play scenarios. They align with the philosophy of creating open-ended opportunities for children to explore, express themselves, and develop essential cognitive and social skills through play.

Sensory (Sand, Water, ...) Prompts

• What might happen if you…
• How does the …. feel the same as/different from …
• What is a way to stop the sand/water from …

These questions are grounded in encouraging thoughtful engagement—prompting them to evaluate, apply, and create. These are broad questions. For instance, consider the possibilities if you placed sand in a smaller container or water in a larger one. Explore how the sand's texture changes when wet versus dry. Ponder ways to slow down the sand's movement. These questions allow you to create scenarios, presenting little challenges for the children to solve. This approach makes sense within the context of their play, should you find it of interest.

Reflect and Review

Take a moment to reflect on your recent experiences in the classroom. Consider the questions you posed over the last couple of days. During this reflection, ponder your approach—were you actively listening, fully engaged at the children's level, and participating in meaningful conversational turn-taking? Evaluate whether your questions concerned the children's interests or your predetermined agenda. Were you attentive enough to observe the play before interjecting questions, and did you allow sufficient time for the children to respond? These considerations can help refine your questioning strategies and enhance the overall learning experience for your students

Reflect On Your Approach

• Did you engage in active listening?
• Did you engage in conversational turn-taking?
• Did the questions focus on the children’s interests or your agenda? (Did you observe play before asking?)
• Did you give time to answer?

Reflect on your approach. Did you engage in active listening? Did you engage in conversational turn taking? Did you focus questions on the children's interests or your agenda? Did you give them time to answer?

Reflect On Your Questions

• Did you plan some ahead?
• Were the questions mostly close-ended or open-ended? 
• Were they lower-order or higher-order questions? 
• Did your questions reflect different Bloom’s levels, and which ones? 

Then, reflect on your questions. Did you plan some ahead? Were the questions mostly close-ended or open-ended? Were they mostly lower order or higher order? Did your questions reflect different Bloom's levels? And which ones?

Thinking Ahead – Next Steps…

• Take a few moments and make a note – what do you think you need to try next?
  • Take a favorite and familiar book and write a set of questions using all Bloom’s levels
  • Ask someone to observe you when questioning – Where are you physically? Are you providing wait time? Are you listening and following up with the children’s answers?
  • Plan some question prompts for next week’s activities across the curriculum

As you move forward, consider taking a few minutes to jot down your thoughts on what steps you might want to take next. Experiment with creating a set of questions for a favorite or familiar book that covers all the levels of Bloom's Taxonomy. Invite someone to observe your questioning techniques, paying attention to your physical positioning, wait time, and how you listen and follow up on children's responses. Plan questions for upcoming activities across various curriculum areas to continue incorporating intentional questioning into your teaching approach. The provided links can offer additional resources for your exploration. Thank you for your time, and I hope this session benefits you.

References

Blinkoff, E., Wright, C. A., Scott, M., Fletcher, K., Masters, A. S., Ilgaz, H., Vu, L., Hirsh-Pasek, K., & Golinkoff, R. M. (2023, Fall). Shifting from a classroom of reluctant complainers to a classroom of responsive curiosity. Young Children, 78(3). Retrieved from https://www.naeyc.org/resources/pubs/yc/fall2023/responsive-curiosity

CDC. (2019, November 5). Active listening. Essentials for parenting toddlers and preschoolers. Retrieved from https://www.cdc.gov/parents/essentials/toddlersandpreschoolers/communication/activelistening.html

Engel, S., & Snow, C. (2023, October 4). Our kids aren't good readers: Here’s the reason. The Washington Post. Retrieved from https://www.washingtonpost.com/opinions/2023/10/04/reading-comprehension-knowledge/

Hanen Center. (n.d.). The power of turn-taking: How back and forth interactions help children learn language. Retrieved from https://www.hanen.org/CMSPages/handler404.aspx?aspxerrorpath=/helpful-info/articles/power-turn-taking

Lena. (n.d.). Why early talk? Retrieved from https://www.lena.org/interaction-in-early-childhood-education/

NAEYC. (n.d.). How to ask better questions and how can they support children’s learning? Retrieved from https://naeyc.info/wp-content/uploads/2019/03/BigQuestions_resource.pdf

Romeo, R. R., Leonard, J. A., Robinson, S. T., West, M. R., Mackey, A. P., Rowe, M. L., & Gabrieli, J. D. E. (2018, February 14). Beyond the 30-million-word gap: Children’s conversational exposure is associated with language-related brain function. Psychological Science, 29(5), 700-710. https://doi.org/10.1177/0956797617742725