Question-Asking and Question-Exploring

Autor/inn/en	Sands, Lorraine; Carr, Margaret; Lee, Wendy
Titel	Question-Asking and Question-Exploring
Quelle	In: European Early Childhood Education Research Journal, 20 (2012) 4, S.553-564 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2012.737705
Schlagwörter	Action Research; Foreign Countries; Research Methodology; Inquiry; Discovery Learning; Questioning Techniques; Early Childhood Education; Educational Practices; Educational Theories; Educational Environment; Aptitude Treatment Interaction; Educational Research; New Zealand + Suchen Sie Ihr Suchwort? Projektforschung; Ausland; Research method; Forschungsmethode; Entdeckendes Lernen; Befragungstechnik; Fragetechnik; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungspraxis; Educational theory; Theory of education; Bildungstheorie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsforschung; Pädagogische Forschung; Neuseeland
Abstract	The Centre of Innovation Research at Greerton Early Childhood Centre was characterised as a dispositional milieu where working theories were explored through a narrative research methodology. As the research progressed, the teachers at Greerton strengthened the way we were listening to, and watching out for young children's questions to enable them to become deeply involved in exploring the world around them. The key question for this research was: How does a "question-asking" and a "question-exploring" culture support children to develop working theories to shape and re-shape knowledge for a purpose? Given our work with Te Whariki (1996), we have always seen teaching and learning as being about reciprocal relationships with people, places and things and the context being crucial, and continuity as the intention of story. In this project, by combining "narrative inquiry" with "action research in an early childhood centre in Aotearoa New Zealand," we have developed a frame of "commitments" that go beyond those that might be for narrative inquiry on its own. Four aspects have been woven into the narrative inquiry: "continuity" as the "linchpin" of our work, "agency" (issues of power), an innovative conceptualising of the connection with "community", and the central role of "affect" or emotion in learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10