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1、EarlyYearsISSN:0957-5146(Print)1472-4421(Online)Journalhomepage:http://www.tandfonline.com/loi/ceye20Question‐posingandquestion‐responding:theheartof‘PossibilityThinking’intheearlyyearsKerryChappell,AnnaCraft,PamelaBurnard&TeresaCreminTocitethisarticle:KerryChappell,AnnaCraft,PamelaBurnard&TeresaC
2、remin(2008)Question‐posingandquestion‐responding:theheartof‘PossibilityThinking’intheearlyyears,EarlyYears,28:3,267-286,DOI:10.1080/09575140802224477Tolinktothisarticle:https://doi.org/10.1080/09575140802224477Publishedonline:10Oct2008.SubmityourarticletothisjournalArticleviews:3145Citingarticles:
3、30ViewcitingarticlesFullTerms&Conditionsofaccessandusecanbefoundathttp://www.tandfonline.com/action/journalInformation?journalCode=ceye20EarlyYearsVol.28,No.3,October2008,267–286Question-posingandquestion-responding:theheartof‘PossibilityThinking’intheearlyyearsa*a,b**cbKerryChappell,AnnaCraft,Pam
4、elaBurnardandTeresaCreminabcUniversityofExeter,UK;TheOpenUniversity,UK;UniversityofCambridge,UKDrawingonresearchthatsoughttoexplorethecharacteristicsof‘PossibilityThinking’ascentraltocreativityinyoungchildren’slearning,thispaperconsidersquestion-posingandquestion-respondingasthedrivingfeaturesof‘P
5、ossibilityThinking’(PT).Thisqualitativestudyemployedmicro-eventanalysisofpeerandpupil–teacherinteraction.EventsweresampledfromtwoearlyyearssettingsinEngland,oneaReceptionclassroom(4-to5-yearolds)andtheotheraYear2classroom(6-to7-yearolds).Thisarticlearisesoutofthesecondstageofanongoingresearchprogr
6、amme(2004–2007)involvingthechildrenandpractitionersinthesesettings.Thisphaseconsidersthedimensionsofquestion-posingandthecategoriesofquestion-respondingandtheirinterrelationshipwithinPT.ThreedimensionsofquestioningwereidentifiedascharacteristicofPT.Theseincluded:(i)questionframing,reflectingthepur
7、poseinherentwithinquestionsforadultsandchildren(includingleading,serviceandfollow-throughquestions);(ii)questiondegree:manifestationofthedegreeofpossibilityinherentinchildren’squestions(includingpossibilitynarrow
