![]() ![]() Children begin moving into more abstract ways of thinking at age 4. Some 3-year-olds might not be able to answer the more complicated questions that older children can. This means that their speech and thinking are quite literal-often focusing on what is physically in front of them. Most 3-year-olds are primarily concrete thinkers. Asking higher-level questions allows children to expand their thinking and perspective on a subject. ![]() The team also added a new level of questioning-creating-and deleted a level of questioning-synthesizing (Anderson & Krathwohl 2000).Īt each level, the questions become more difficult and require deeper thinking before a child can respond. This taxonomy-now called the Revised Bloom’s Taxonomy-made it more relevant to 21st-century learners. Soon teachers started using the questioning techniques to design curriculum and assessment tools. Benjamin Bloom, an educational psychologist, created the taxonomy in 1956 as a way for teachers to measure and organize what they want to teach (Bloom 1956). Asking children more complicated questions helps them become self-directed thinkers.īloom’s Taxonomy includes six levels of questioning: remembering, understanding, applying, analyzing, synthesizing, and evaluating. Remembering information is the foundation children need to be able to answer higher-order questions such as “If four children are eating lunch, how many plates do we need?” Children need to remember information before they can understand it they must understand it before they can apply it.Ĭreating a solid base of content knowledge is important, but preschoolers’ learning can be deeper and more complex. You can now begin to explore some of the ways you can ask children questions throughout the day.Īsking basic recall questions such as “What color is this?,” “How many are there?,” and “What is this?” serves a purpose. If the answer is no then you’ve made the first step toward improving your questioning techniques. Varying the types of questions you ask is an important strategy to support thinking and learning. ![]() Benson suggests, “Maybe during choice time a few of you can come up with a way to make a tree that would be strong enough to hold all the letters.” They close the book, and several children move excitedly to the art center and begin designing their own Chicka Chicka Boom Boom tree.Īfter reading about this activity you may wonder, “Do I ask the preschoolers I teach enough questions?” If the answer is yes, you might consider what kinds of questions you ask them. He asks, “What could have been done differently so that the tree didn’t fall over?” The children share their ideas, discussing the height of the tree, the size of the letters, and the number of letters in the tree. How did the tree change from the beginning to the end?” Page by page, he flips through the book several times, prompting the children to respond by looking at the illustrations. ![]() He reads it once and then says to the preschoolers, “That story was exciting! Let’s think about it. Benson lays the book open on the carpet in the center of a small group of children. Chicka Chicka Boom Boom is a favorite story with this class of 4-year-olds. ![]()
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