Preschool teachers' questioning in sociodramatic play
Child language, Open-ended questions, Preschool, Sociodramatic play, Teacher's language
Early Childhood Research Quarterly
This descriptive study used sequential analysis to examine preschool teachers' use of questions as they participated in their children's sociodramatic play and the children's responsiveness to their teachers' questions. Eleven teachers in a Head Start program were videotaped while the teachers interacted with their children in the classrooms' dramatic play center. The analyses indicated that the majority of the teachers used more closed-ended than open-ended questions and that the children were more verbally responsive to open-ended questions than to closed-ended questions in two play modes, pretend- and non-pretend-play modes. In addition, the children responded more frequently to both kinds of questions, open-ended and closed-ended, than to their teachers' non-question comments or prompts. The findings suggest a need for a future study investigating teachers' questions in children's sociodramatic play in various play contexts.
Department of Curriculum and Instruction
Original Publication Date
DOI of published version
Meacham, Sohyun; Vukelich, Carol; Han, Myae; and Buell, Martha, "Preschool teachers' questioning in sociodramatic play" (2014). Faculty Publications. 1437.