‘Would you like to tidy up now?’ An analysis of adult questioning in the English Foundation Stage

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Teaching and learning outside the classroom: personal values, alternative pedagogies and standards (2011, background): “Furthermore, settings where sustained shared thinking was encouraged with a large number of the interactions initiated by children provided a strong basis for learning across the curriculum, but the tendency is for more teacher-initiated activity, particularly as the children grow older (Siraj-Blatc”
Differences in practitioners’ understanding of play and how this influences pedagogy and children’s perceptions of play (2011, background): “Variability in pedagogic interactions with children has also been shown with adults tending to use closed questions and statements and very few open questions (Clark 1988 ; Siraj-Blatchford and Manni 2008 ).”
Conceptualising progression in the pedagogy of play and sustained shared thinking in early childhood education: A Vygotskian perspective (2009, background): “But these findings have led to a series of engagements with the theoretical literature (Siraj-Blatchford, 2007, 2008), of which this paper may be considered another.”