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Questions are powerful tools, especially in the classroom. Asking rich, thoughtful questions can spark young children’s natural curiosity and illuminate a whole new world of possibility and insight. But what are “big” questions, and how do they encourage children to think deeply? With this intentional approach—rooted in Bloom’s Taxonomy—teachers working with children ages 3 through 6 will discover how to meet children at their individual developmental levels and stretch their thinking. Featuring contributions from respected names in the field, this book:
- - Offers a foundation for using high-level questions in preschool and kindergarten interest areas
- - Provides tips for getting started and examples of questions at each of the six levels of questioning
- - Explores the use of high-level questions during daily classroom routines and in a variety of contexts
- - Recommends picture books that support the use of high-level questions
- - Includes an extensive resource section for teachers and families
With the guidance in this book as a cornerstone in your day-to-day teaching practices, learn how to be more intentional in your teaching, scaffold children’s learning, and promote deeper understanding.
For anyone eager to become more adept at engaging children in meaningful conversations, Big Questions for Young Minds provides a clear and relevant guide to the craft of asking high-level questions to support development of critical thinking skills. Teachers, coaches, mentors, directors, providers of professional development, and families will find this book an invaluable resource.
—Polly Smith, Early Childhood Consultant and Mentor of Directors
Finally, a resource to help teachers develop and ask questions that encourage children to think, imagine, and generate ideas! Strasser and Bresson show how to build on what children know by asking questions that support rather than derail their play and exploration. This gem of a book should be in every classroom.
—Beth Graue, Sorenson Professor of Early Childhood Education, University of Wisconsin-Madison
Listening, questioning, and learning are essential ingredients to good decision making. This contribution by Strasser and Bresson will help ensure that educators won’t wait until children are in high school before asking them high-level, thought-provoking questions.
—Vincent J. Costanza, Superintendent in Residence, Teaching Strategies, LLC
As a teacher with more than 15 years of experience in early childhood education, I found this book to be practical, inclusive, and culturally relevant. I highly recommend Big Questions to educators who are looking for a resource that bridges the gap between theory and practice.
—Dawn M. Durham, Pre-Kindergarten Teacher, Passaic, NJ
Janis Strasser, EdD, is a teacher educatorand coordinator of the MEd in Curriculum and Learning Early Childhood concentration at William Paterson University in Wayne, New Jersey. She has worked in the field of early childhood for more than 40 years.
Lisa Mufson Bresson, MEd, is a technical assistance supervisor for Grow NJ Kids, New Jersey’s statewide Quality Rating Improvement System for early childhood programs. She previously taught in urban public preschool settings for 13 years.
- Introduction
- Part 1: Using Questions in Classroom Interest Areas
- Chapter 1: Dramatic Play Area
- Chapter 2 : Block Area
- Chapter 3: Mathematics/Manipulatives Area.
- Chapter 4: A Makerspace in the Science Area
- Chapter 5: Writing Area
- Chapter 6: Art Area
- Part 2: Using Questions During Other Parts of the Daily Routine
- Chapter 7: Class Meetings
- Chapter 8: Read-Alouds
- Chapter 9: Exploring and Making Music
- Chapter 10: Large Motor Activities
- Chapter 11: Outdoors
- Chapter 12: Mealtimes
- Part 3: More Learning Opportunities with Questions
- Chapter 13: Supporting Emotional Development During the First Months of School
- Chapter 14: Kickstarting the School Year: Exploring Change Through Long-Term Studies
- Chapter 15: Using Featured Materials
- Chapter 16: Multiday Explorations
- Chapter 17: Supporting Children’s Understanding About Diversity
- Chapter 18: Making the Most of Classroom Displays
- Chapter 19: Documenting Children’s Learning
- Part 4: Resources
- References
- Acknowledgments
- About the Authors About the Contributors