Improving questioning techniques to enhance children's critical thinking during shared book reading time in an Early Years setting in Switzerland

Abstract

Learning to ask questions effectively is a key skill of the teacher. Observing other teachers’ use of questioning is helpful but may not clarify what types of questions are most effective. This piece of action research was carried out with a small group of children just starting school, with the aim of encouraging their critical thinking through well-planned questions. Using a cyclical action research approach, interviews, observations, mentor discussions, and audio recordings were used to analyse the types of questions and wait time being used. From the data collected it was evident that the practitioner’s questioning progressed from lower-order questions in the first reading, to a good mixture of question types in the final reading, targeted at the children’s varying abilities. From observation feedback and critical conversations with the mentor and, it became apparent that the children were responding, participating in discussions, and asking their own questions, a sign of critical thinking. Future research opportunities are discussed, with suggested analysis of the types of response being potentially useful to gauge understanding.