Richelle Assenberg Van Eijsden

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

Introduction

Improving questioning techniques to enhance children's critical thinking during shared book reading time in an early years setting in switzerland. Boost Early Years children's critical thinking through shared book reading. This Swiss action research reveals how improved questioning techniques enhance engagement and cognitive development.

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.

Review

This action research makes a pertinent contribution to the field of early childhood education by addressing the critical skill of effective questioning in fostering children's critical thinking. Set in an Early Years context in Switzerland, the study zeroes in on the often-overlooked challenge teachers face in developing advanced questioning techniques beyond simple recall. The cyclical action research methodology, employing a rich array of data sources including interviews, observations, mentor discussions, and audio recordings, provides a robust framework for understanding pedagogical improvement in practice. The focus on a small group of children just starting school also highlights the importance of cultivating these cognitive skills from the earliest stages of formal education. The findings elegantly demonstrate a tangible progression in the practitioner's questioning, evolving from lower-order queries to a more sophisticated and varied mix, thoughtfully targeted at the children's diverse abilities. This development, facilitated by the reflective cycle and mentor feedback, proved instrumental in enhancing children's engagement. Crucially, the abstract notes that children's increased participation, involvement in discussions, and most notably, their initiation of their own questions, served as compelling indicators of nascent critical thinking. While the observation of children asking their own questions is a strong sign, a detailed categorization or analysis of the *types* of critical thinking elicited by specific question types would be a valuable extension to fully unpack the "what" and "how" of this cognitive development. Overall, this study offers valuable practical insights for teacher training and professional development, particularly in fostering reflective pedagogical practices aimed at enhancing early critical thinking. The emphasis on planned questioning and adequate wait time provides clear, actionable strategies for educators. The suggested future research to analyze the types of child responses is a logical and important next step, promising to further illuminate the precise impact of varied questioning on children's understanding and critical engagement. This research underscores the power of targeted professional reflection and intervention in significantly impacting young learners' cognitive development.

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