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Teacher’s interaction with pre-school children during story-telling activities
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Type
Undergraduate Educational Research Paper
Abstract
Children attending pre-schools should acquire the necessary knowledge, skills and dispositions to develop holistically. Therefore, promoting thinking skills in children is necessary. One of the ways to develop and promote thinking skills in children is through “dialogue such as questioning and challenging” (Higham, Tönsing & Alant, 2010, p.393). This dialogue can take place during story-telling activities. This study looks into 6 Kindergarten 1 and Kindergarten 2 teachers’ interactions during story-telling activities. Results have shown that teachers have mostly asked factual and procedural questions. The questions asked also belonged to the lowest cognitive level of Bloom’s Taxomony of learning domain. These results show future implications for various stakeholders.
Date Issued
2017
Date Submitted
2017