Sometimes kindergarten teachers may feel they need suggestions to amplify their mode of promoting dialogue and discussions that encourage children’s opinions. It is good to have examples of different possible questions to use in collaborative dialogues because it helps to vary use of questions to prompt dialogue. This variation can increase children’s participation because it can intensify the pedagogical impact of questioning for developing children’s thinking.
These guiding questions were designed to help the Kindergarten teachers at the beginning and during the activities. They are to be selected and used when needed and not listed to be all used at every session. Also, we added a set of questions to guide dialogue to provide closure to the activity and reinforce metacognitive abilities.
It is important not to overdo dialogue moments and always work to maintain their pertinence and meaning regarding the activity. In addition, the questions are meant to support the educator and not to be answered in all dialogues in the classroom.
Opening and shared understanding
What do you think we can do?
Focus and reconnection
What have we done so far?
Reflection and metacognition
If we were to do this all over again, what would you do differently?
The following three sets of questions aim to foster focus and engagement with activities, highlight driving choices and foster reflection on practices and can also be used on their own whenever the kindergarten teacher sees fit.
The dialogue at the beginning of an activity is also a mirror of the habits of dialogue in the classroom in general and helps the kindergarten to make an evaluation of the way dialogue is carried out in her classroom. If there are general questions it is good to write down in a public place for all children to see.
It is a way to return to reflection, at the end of the activity or to check them up as the activity unfolds to see if it answers questions initially put forward. Make sure to give enough time for children to respond as adults in general are faster and sometimes forget to give time for children to think and answer in their own words.
These guiding questions can be used during activities, to reconnect the group when an activity extends over several days, or when children encounter an issue that offers valuable opportunities for learning and for further discussions.
Promoting dialogue at the end of an activity reinforces meta-cognitive skills, and helps children to verbalise what has happened during the activity. This is perhaps one of the most important moments of dialogue because it can reinforce transference of abilities and skills to other activities and other moments of children’s life.
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