Open-ended questions in preschool settings encourage individual thinking and developmentally significant sustained dialog¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The review reports that analysis of 400 hours of naturally occurring preschool dialog found open-ended questions encouraged children to think and respond individually and more often led to sustained dialog episodes. → Dave Neale & Deborah Pino-Pasternak 2016

Evidence¶

Dave Neale & Deborah Pino-Pasternak 2016¶

Dave Neale & Deborah Pino-Pasternak. (2016). A Review of Reminiscing in Early Childhood Settings and Links to Sustained Shared Thinking. Educ Psychol Rev. https://doi.org/10.1007/s10648-016-9376-0

q2 · i? · review · r2

Narrative review attributing this to Siraj-Blatchford and Manni (2008), an observational analysis of 400 hours of staff–child dialog in preschools. The review adds that other studies (Gjems 2010; McInnes et al. 2013) also found open questions important.

"Siraj-Blatchford and Manni ( 2008) analyzed 400 h of naturally occurring dialog between staff and children in preschool settings and found that open-ended questions —questions with no single right answer —encouraged children to think and respond in an individual way"

Discussion¶

Related Claims¶

• Prevalence of sustained shared thinking in preschool settings predicts children's outcomes on academic and social-behavioral measures — related
• A 1970 teacher self-analysis programme asserts, without data, that teacher responses including verbal rewards can close off pupil thinking — related