Any Questions? Young Children Questioning in Their Early Childhood Education Settings

Autor/in	Murray, Jane
Titel	Any Questions? Young Children Questioning in Their Early Childhood Education Settings
Quelle	In: European Early Childhood Education Research Journal, 30 (2022) 1, S.108-130 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Murray, Jane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2022.2026436
Schlagwörter	Foreign Countries; Young Children; Early Childhood Education; Questioning Techniques; Teacher Response; Childrens Rights; Learning Processes; Pilot Projects; Preservice Teachers; Age Differences; Gender Differences; Personal Autonomy; Student Research; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Befragungstechnik; Fragetechnik; Lehrerkommentar; 'Children''s rights'; Kindesrecht; Learning process; Lernprozess; Pilot project; Modellversuch; Pilotprojekt; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Individuelle Autonomie; Studentenforschung
Abstract	Young children's questions may offer powerful leverage for knowledge acquisition and deep level learning, yet often go unrecognised and undervalued in early childhood education (ECE) settings. When young children's questions are not heard or respected, they are denied their UNCRC Article 12 right to express their views freely and have 'due weight' accorded to them. A pilot case study framed by critical pedagogy and young children's rights perspectives was conducted in the Midlands region of England to investigate the nature and extent of young children's questioning in ECE settings and its relationship with knowledge acquisition and learning. Early childhood students recorded questions young children (n = 9) (2.2-4.5 years) asked in ECE settings. Four categories of young children's questions emerged, two oriented to knowledge acquisition and learning. Evidence also revealed effects of performativity impeding knowledge acquisition and learning by both adults and young children in ECE settings. Further study is indicated. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01