Faculty Publications

Title

Preschool teachers' questioning in sociodramatic play

Document Type

Article

Keywords

Child language, Open-ended questions, Preschool, Sociodramatic play, Teacher's language

Journal/Book/Conference Title

Early Childhood Research Quarterly

Volume

29

Issue

4

First Page

562

Last Page

573

Abstract

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.

Original Publication Date

1-1-2014

DOI of published version

10.1016/j.ecresq.2014.07.001

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