International Journal of Humanities and Social Science

ISSN 2220-8488 (Print), 2221-0989 (Online) 10.30845/ijhss

Teachers Asking Questions in Preschool
Dondu Neslihan Bay, Douglas K. Hartman

Thiscase study examined two preschool teachers’ questions during activities with children to determine the type of questions asked. The teachers were audio recorded during morning and afternoon activities during one school day. Questions asked by the teachers were coded according to cognitive levels (knowledge, comprehension, application, analysis, synthesis, and evaluation), structure (closed-ended, open-ended), and type of activity (whole group and individual activities). The findings indicate that both preschool teachers asked mostly knowledge level (82.6 % and 69.4%) and closed-ended questions (86% and 92.2%). This finding indicated that teachers need to improve their questions asking skills. Furthermore, the teachers asked more questions during whole group (1.35 and 1.06 question per minute) than during individual activities. This finding suggests that preschool teachers need to ask more questions geared toward the individual activities. The findings of this study exhibited how teachers asked questions in classroom activities and why teachers asking questions was important for children.

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