Question‐posing and question‐responding: the heart of ‘Possibility Thinking’ in the early years

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Differences in practitioners’ understanding of play and how this influences pedagogy and children’s perceptions of play (2011, background): “Furthermore, effective pedagogic interactions are based on shared problem-solving with the use of open questions, sustained shared thinking (Siraj-Blatchford et al. 2002), and possibility thinking (Chappell et al. 2008), which forms the basis of dialogic teaching (Alexander 2004).”
Possibility thinking: culminative studies of an evidence-based concept driving creativity? (2013, unknown): “Element 2: reinforcement of some features of PT and continuing absence of risk It was notable that, other than the Q-P and Q-R, three other key features previously identified in episodes of PT with younger learners, were also identified strongly here: self-determination: self-directed actions, self-”
Child-initiated play and professional creativity: enabling four-year-olds' possibility thinking (2012, methodology): “But perhaps the most interesting aspect of the questioning in these episodes and where they extend the previous work of Chappell et al (2008) is the evident role of the leading question and the person who ‘owned this’ in each episode, in shaping the narrative as we can see in each case.”