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1 - Questions about Questions

Framing the Key Issues

Published online by Cambridge University Press:  10 January 2020

By
Lucas Payne Butler ,
Samuel Ronfard  and
Kathleen H. Corriveau
Edited by
Lucas Payne Butler ,
Samuel Ronfard  and
Kathleen H. Corriveau
Lucas Payne Butler
Affiliation:
University of Maryland, College Park
Samuel Ronfard
Affiliation:
University of Toronto Mississauga
Kathleen H. Corriveau
Affiliation:
Boston University
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Summary

In this introductory chapter, we outline three broad questions of interest to researchers and educators, each of which provides a clear thread throughout the volume. First, where do questions come from, and how do children engage in questioning across development? Second, to what extent is questioning universal, and in what ways is it socialized? Third, what role does question-asking play in learning more broadly, in both formal and informal environments?

Keywords

educationpsychologyquestion-askingchildrendevelopment
Type
Chapter
Information
The Questioning Child
Insights from Psychology and Education
 , pp. 1 - 5
Publisher: Cambridge University Press
Print publication year: 2020

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References

Carey, S., and Gelman, R. (eds.) (1991). The epigenesis of mind: Essays in biology and cognition. Hillsdale, NJ: Erlbaum.Google Scholar
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Harris, P. L. (2012).Trusting what you’re told: How children learn from others. Cambridge, MA: Harvard University Press.Google Scholar
Harris, P. L., Koenig, M. A., Corriveau, K. H., and Jaswal, V. K. (2018). Cognitive foundations of learning from testimony. Annual Review of Psychology, 69, 251–73. https://doi.org/10.1146/annurev-psych-122216-011710Google Scholar
Weisberg, D. S., Hirsh-Pasek, K., Golinkoff, R. M., Kittredge, A. K., and Klahr, D. (2015). Guided play: Principles and practices. Current Directions in Psychological Science, 25, 177–82. https://doi.org/10.1177%2F0963721416645512Google Scholar

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