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"Can I tell you something?": Childre...

Curtis, Sarah.

"Can I tell you something?": Children's Questions in a Kindergarten Classroom.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
書名/作者:	"Can I tell you something?": Children's Questions in a Kindergarten Classroom.
作者:	Curtis, Sarah.
面頁冊數:	104 p.
附註:	Source: Masters Abstracts International, Volume: 52-03.
Contained By:	Masters Abstracts International52-03(E).
標題:	Education, Elementary.
標題:	Education, General.
標題:	Education, Early Childhood.
ISBN:	9781303514005
摘要、提要註:	This thesis explores the questions children asked their teacher in a kindergarten classroom at a New York City independent school. The teacher observed children's spontaneous questions before teaching a curriculum about questions. The developmental theories of Schachtel, Stern and Werner served as a foundation for the work alongside the results from various research studies on children's questions. This classroom study found that children's questions illuminated facets of the student-teacher relationship and the classroom experience. A typology of ten types of question was identified from the study. These findings emphasize the importance of respecting experience as a source of knowledge, an approach which recognizes that thought and feeling are inseparable in experience. This approach and the findings to which it led suggest that the classroom teacher attend to the student-teacher relationship as the foundation of effective teaching; they also underscore the value of spontaneous conversation within the classroom experience.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1524105

"Can I tell you something?": Children's Questions in a Kindergarten Classroom.
Curtis, Sarah.

"Can I tell you something?": Children's Questions in a Kindergarten Classroom. - 104 p.

Source: Masters Abstracts International, Volume: 52-03.

Thesis (M.A.)--Sarah Lawrence College, 2013.

This thesis explores the questions children asked their teacher in a kindergarten classroom at a New York City independent school. The teacher observed children's spontaneous questions before teaching a curriculum about questions. The developmental theories of Schachtel, Stern and Werner served as a foundation for the work alongside the results from various research studies on children's questions. This classroom study found that children's questions illuminated facets of the student-teacher relationship and the classroom experience. A typology of ten types of question was identified from the study. These findings emphasize the importance of respecting experience as a source of knowledge, an approach which recognizes that thought and feeling are inseparable in experience. This approach and the findings to which it led suggest that the classroom teacher attend to the student-teacher relationship as the foundation of effective teaching; they also underscore the value of spontaneous conversation within the classroom experience.

ISBN: 9781303514005Subjects--Topical Terms:

207386
Education, Elementary.

"Can I tell you something?": Children's Questions in a Kindergarten Classroom.
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100 1 $a Curtis, Sarah. $3 565538
245 1 0 $a "Can I tell you something?": Children's Questions in a Kindergarten Classroom.
300 $a 104 p.
500 $a Source: Masters Abstracts International, Volume: 52-03.
500 $a Adviser: Charlotte Doyle.
502 $a Thesis (M.A.)--Sarah Lawrence College, 2013.
520 # $a This thesis explores the questions children asked their teacher in a kindergarten classroom at a New York City independent school. The teacher observed children's spontaneous questions before teaching a curriculum about questions. The developmental theories of Schachtel, Stern and Werner served as a foundation for the work alongside the results from various research studies on children's questions. This classroom study found that children's questions illuminated facets of the student-teacher relationship and the classroom experience. A typology of ten types of question was identified from the study. These findings emphasize the importance of respecting experience as a source of knowledge, an approach which recognizes that thought and feeling are inseparable in experience. This approach and the findings to which it led suggest that the classroom teacher attend to the student-teacher relationship as the foundation of effective teaching; they also underscore the value of spontaneous conversation within the classroom experience.
590 $a School code: 0651.
650 # 4 $a Education, Elementary. $3 207386
650 # 4 $a Education, General. $3 565457
650 # 4 $a Education, Early Childhood. $3 423005
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710 2 # $a Sarah Lawrence College. $b Child Development. $3 565539
773 0 # $t Masters Abstracts International $g 52-03(E).
790 $a 0651
791 $a M.A.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1524105

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