Educators’ use of questioning as a pedagogical strategy in long day care nurseries
Educators’ use of questioning as a pedagogical strategy in long day care nurseries
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教育工作者将提问作为长期日托护士的教学策略
DOI：
10.1080/09575146.2015.1087974
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发表时间：
2016
期刊：
影响因子：
1.1
通讯作者：
J. Torr
中科院分区：
文献类型：
--
作者：
Belinda Davis;J. Torr
教育工作者提出的问题可以鼓励孩子进行深入的对话，促进理解，激发思考。许多关于教育者提问的研究都集中在3岁及以上的儿童身上。很少知道的方式，在非父母群体护理设置的婴儿教育者使用提问作为一种教学策略。在澳大利亚悉尼，6名有大学资格的幼儿教育工作者在他们的长日托中心每人被录了40分钟的视频。根据系统功能语言学理论，教育者向婴儿（定义为2岁以下的儿童）提出的问题根据其是否具有教学功能或调节功能进行编码。教学问题被定义为旨在促进儿童学习的问题，而监管问题则是旨在管理行为的命令和提议。然后根据婴儿的反应要求进一步分析教育者的教学问题。确认问题寻求“是”或“否”的回答，指定问题（谁、何时、何地、什么）寻求一个人、时间、地点或实体的名字，并解释问题（为什么或如何）寻求解释或理由。研究结果表明，在与婴儿互动时，教育工作者在使用提问作为教学策略的频率和方式上存在很大差异。所谓的开放式提问，已经被证明可以刺激与大孩子的对话，可能不适合婴儿，因为婴儿的独特发展轨迹与学龄前儿童不同。研究结果表明，有必要更细致地理解提问在促进婴儿语言、读写和智力发展中的作用。
Educators’ questions can encourage children to engage in extended conversations, facilitate comprehension and stimulate thinking. Many studies of educators’ questioning have focused on children aged 3 years and older. Little is known about the manner in which educators of infants in non-parental group care settings use questioning as a pedagogical strategy. Six university-qualified early childhood educators in Sydney, Australia, were videorecorded for 40 min each in their long day care centres. Informed by systemic functional linguistic theory, the educators’ questions addressed to infants (defined as children under 2 years of age) were coded according to whether they served a pedagogical or regulatory function. Pedagogical questions were defined as questions intended to promote children’s learning, whereas regulatory questions functioned as commands and offers which were intended to manage behaviour. The educators’ pedagogical questions were then further analysed according to the response required of the infant. Confirm questions sought a yes or no response, specify questions (who, when, where, what) sought the name of a person, time, place or entity and explain questions (why or how) sought an explanation or justification. The findings demonstrated that educators differed greatly in terms of the frequency and manner in which they used questioning as a pedagogical strategy when interacting with infants. So-called open questioning, which has been shown to stimulate conversation with older children, may not be appropriate for infants whose distinctive developmental trajectories differ from those of preschool-aged children. The findings suggest the need for a more nuanced understanding of the role of questioning in promoting infants’ language, literacy and intellectual development.