Implicit Theories Underlying Questions Asked in Early Childhood Classrooms

Abstract

Considering the recognized importance of questions as a scaffolding system, this study arises from the concern to know their characteristics, what underlies them and determines their formulation. Of a qualitative nature, this research studied the use, functionality and meaning that early childhood teachers assign to the questions they ask during the learning’s construction of two-four years old children attending a kindergarten from Región de Valparaíso-Chile. To collect the information, semi-structured interviews and non-participant observation were used. The information was coded, and then through an iterative analysis arose conceptual categories, their properties and their corresponding dimensions. Unexpected findings show implicit theories which are different in discourse and practice underlying questions asked by early childhood teachers. This inconsistency along with beliefs that determine teaching practices are discussed regarding their centrality and impact on the students’ learning.