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Questions are asked with the hope or even expectation that the children will respond with answers that adults have pre-conceived, either by their own thoughts or based on what a subject-area curriculum tells them the answer should be.

It can also be said that adults don’t ask questions for which they don’t know the answers.

”, use a limited field of shapes and make the request for the child to find or point to a shape.

Use of “find”, “show me” or “point to” verbal prompts does not replace direct questions in the bigger picture of finding out what children may know, but it certainly provides valuable information when children do not verbally respond and/or appear not to know.

Since many preschool children are not aware of what 24 and 17 look like (even though they may be able to say those numbers), let alone “twenty-four seventeen”, it doesn’t make sense from a child-brain standpoint to expect them to be able to process the group of numbers as an adult would. A step beyond this last level would be to ask if 5 was in their address without showing a number. one with numbers that are not the address and one with the address.

What would be appropriate from a child-brain standpoint is to help them become aware of the individual numbers that are in the address and then to foster their recognition as a unit by combining them in a meaningful way. A way to build address unit recognition – the whole number address – would be to print the address on a card and then have 2 other cards with numbers on them . Show each card and request the child to “find”, “show” or “point to” their address.

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Shared learning via curiosity, wondering and commenting brings a common ground and provides more opportunities for social interaction – the very medium that helps define each of our realities.

For adults, “sameness” is important – we want children to have the same answers as we do.

Some educators feel it is important for children to be able to explore their world and come up with their own reality. ” When adults ask pointed questions, there can be a sense on the child’s part that there is only one correct answer – the “reality”. Observations of young children at play reveal that they do ask questions to find out about the world around them.

The frustration intensifies when one is dealing with illness or injury.

By Dave Krupke and Jeff Knox Education is generally a series of adults asking questions – this has been so since the time of Socrates.

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