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dc.contributor.authorSands, Lorraine May
dc.contributor.authorCarr, Margaret
dc.contributor.authorLee, Wendy
dc.identifier.citationSands, L., Carr, M., & Lee, W. (2012). Question-asking and question-exploring. European Early Childhood Education Research Journal, 20(4), 553-564.en_NZ
dc.description.abstractThe Centre of Innovation Research at Greerton Early Childhood Centre was characterised as a dispositional milieu where working theories were explored through a narrative research methodology. As the research progressed, the teachers at Greerton strengthened the way we were listening to, and watching out for young children's questions to enable them to become deeply involved in exploring the world around them. The key question for this research was: How does a 'question-asking' and a 'question-exploring' culture support children to develop working theories to shape and re-shape knowledge for a purpose? Given our work with Te Whāriki (1996), we have always seen teaching and learning as being about reciprocal relationships with people, places and things and the context being crucial, and continuity as the intention of story. In this project, by combining narrative inquiry with action research in an early childhood centre in Aotearoa New Zealand, we have developed a frame of 'commitments' that go beyond those that might be for narrative inquiry on its own. Four aspects have been woven into the narrative inquiry: continuity as the 'linchpin' of our work, agency (issues of power), an innovative conceptualising of the connection with community, and the central role of affect or emotion in learning.en_NZ
dc.publisherEuropean Early Childhood Education Research Associationen_NZ
dc.relation.ispartofEuropean Early Childhood Education Research Journal
dc.subjectlearning cultureen_NZ
dc.subjectnarrative researchen_NZ
dc.subjectreciprocal relationshipsen_NZ
dc.titleQuestion-asking and question-exploringen_NZ
dc.typeJournal Articleen_NZ

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