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Finding Questions Worth Asking

ITEM #: 4400615

What's In This Kit?
Our world demands that children be critical thinkers and creative problem solvers. This article and kit supports teachers in recognizing the difference between “teaching to learn” and “teaching to think.” After engaging in this learning experience, educators will be prepared to ask questions and guide conversations that encourage children’s introspection and deep thought. This training program contains the following components:

  • Training research, models, benchmarks
  • Preparation and implementation steps
  • Handouts
  • The article “Finding Questions Worth Asking” by Ann Pelo
  • References and resources
  • Training Certificate for Learner - Certificate of Attendance and Participation

Who's the Target Audience?
The target audiences for this training kit are beginning, intermediate, and advanced Learners who are working with young children (birth through 8 years)..

Teacher Skill Level
beginning intermediate advanced
Children's Age Level
infants toddlers preschoolers school-agers birth to 8

Kit Timeline:
Preparation time for this kit is estimated at 1.0 hour. Implementation and actual training time is 3.0 hours, which includes 1.5 hours of Face-to-Face training and 1.5 hours of Independent Study and an Applied Activity Project. There is a Bonus Activity in the Group Instruction Face-to-Face training, which can add as much as 1.0 hour to the training time.

Training Outcomes:

After completing this training, Learners will be able to:
  • describe differences between “teaching for learning” and “teaching for thinking.”
  • explore ways to cultivate an “investigative attitude” in children.
  • learn and put into practice the 5 steps to create conversations that lead to thinking.
These training outcomes address the following American standards:
  • National Association for the Education of Young Children’s (NAEYC) Early Childhood Program Standards and Accreditation Criteria & Guidance for Assessment (2014). More information on NAEYC’s standards can be found at www.naeyc.org.
    • Teaching staff to foster children’s emotional well being by demonstrating respect for children and creating a positive emotional climate as reflected in behaviors such as frequent social conversations, joint laughter, and affection. (1.B.01)
    • Teaching staff to evaluate and change their responses based on individual needs. Teaching staff vary their interactions to be sensitive and responsive to differing abilities, temperaments, activity levels, cognitive and social development. (1.B.07)
    • Teaching staff talk frequently with children and listen to children with attention and respect. They respond to children’s questions and requests, use strategies to communicate effectively, and build relationships with every child. (1.B.15)
  • National Accreditation Commission for Early Care and Education Programs, National Association of Child Care Professionals (2005). (www. naccp.org).
    • Language is promoted through daily opportunities for communicating, listening, and understanding. (D10)

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