4. Findings

The research team witnessed the development of various cultural forces as a result of coaching teachers to leverage thinking in the classroom and encouraging them to reflect on their practice. Due to various changes that occurred during the collection of data, the research team determined that providing hard numbers for the outcomes seen could be misleading, therefore a decision was made to provide a fully qualitative description of the most common advancements that occurred. In a short time, the teachers became aware of the importance and impact of cultural forces in children's learning such as those of expectations, interactions, questioning, listening, opportunities, thinking routines, environment, and time. The teachers uncovered how these cultural forces become intertwined among each other. All these cultural forces came to light as can be seen by the stories that will follow, but certain combinations of some of these forces were more prominent.

the importance of creating opportunities for children to develop and practice

Opportunities in the Odds; Exploring Adult-Child Interactions and Their Effects…

DOI: http://dx.doi.org/10.5772/intechopen.82515

The process of using thinking routines allowed teachers to dedicate a specific amount of time for students to think, make observations, use the language of thinking, and listen to one another. During one observation, the research team

Marta began the process by sharing with her students that she had something to share with them, but it was hidden behind a plain piece of paper and that she did not know what it was. She then proceeded to guide the students by telling them to

Many of the students responded, "with our eyes!" Marta acknowledged their statement by nodding and responding with, "let's think, what could it be?". She lowered her voice and once again asked, what the object could be while allowing time for the students to look at the small area that was visible. After some time one student spoke up and said, "I see a mouth". Marta responded, "you see a mouth?" as she moved the hidden item closer for the students to have a better view of it. The children silently observed what Marta held in her hands. She then asked, "where do you see a mouth? Is this a mouth? Do you think this is a mouth? Angel, do you think it is a mouth? What do you see?" Another student, Daniela responded, "a house". Marta then stated, "Daniela thinks it is a house. Why do you think it is a house?". Daniela responded, "because I like houses". Marta pressed further, "what do you observe?". Daniela responded, "because there are windows". The teacher went on to explain to the other students that Daniela thought the item was a house because she could see windows and windows would not be found somewhere else, like the floor. After doing so she went on to individually invite other students that had been sitting quietly by asking them what they observed. When the full image was finally revealed, it was actually an image of horses. This dialog of sharing what the other students saw and why they thought what they saw was valid continued. Some students noted a specific color that could be seen while others noted more concrete images such as a window or a door. As time went on and thinking routines became more readily practiced the teacher noted its effect on the daily experiences faced in the classroom. Marta shared with us how using these routines helped planned experiences. She said, "it flows better, in how they (the students) participated more, they waited for their turn to share, they were engaged. The most important

observe a small portion of the item after exposing part of it. "What do you

metacognitive abilities as well as language of thinking.

witnessed the implementation of a "Zoom In" routine.

4.1.3 Routines and structures

Daisy explaining her hypothesis.

Figure 3.

observe?", she asked.

29

#### 4.1 Finding from the cultural forces lenses

#### 4.1.1 Expectations

The research team emphasized a child-centered approach that values thinking and promotes it. Upon reflecting on the teacher's role in fostering thinking in children, a shift was seen in one of the teachers. One of the challenges when planning curriculum is time. You need to take time to be more thoughtful in the process of curriculum development to get more information from students and promote their thinking. Upon coming to such a realization Marta noted how it was no longer about having students do things such as drawing, for example, a little house. She said, "now we ask how did you come up with a house? How did you make it? and so forth". The challenge is to create better questions, to step back and let the children take control.

The expectations were not only about the children, but also the teachers themselves. Iris became more reflective and intentional about her teaching. In one occasion, during circle time, when she was asking the children questions, she noticed that her questions were not engaging, and the children were losing focus. This prompted her to involve the children by telling them, "Listen please, I need your heads". The research team interpreted this action as the teacher's efforts to empower children by inviting them to participate.

#### 4.1.2 Opportunities

Implementation of rich thinking opportunities in which teachers ensured that students were actively engaged in metacognitive processes throughout planned experiences, rather than simple completion of activities were observed. During one instance Iris invited her students to draw their thinking while discussing their seed planting process. Salmon's [13] study states that a "drawing and telling" technique helps children deepen their thoughts. Iris asked the children: "how do you think your plant is growing? We will draw it." As a result, this aided students by providing them with a visual of what they were experiencing metacognitively. Daisy, one of Iris'students held up her drawing that depicted a small plant submerged in dirt and stated, "I think it's growing, but it's just inside the dirt". The researcher asked, what makes you say that? To which Daisy responded, "because I was observing my plant and can't see it, I imagine it was growing" (Figure 3). This example highlights Opportunities in the Odds; Exploring Adult-Child Interactions and Their Effects… DOI: http://dx.doi.org/10.5772/intechopen.82515

Figure 3. Daisy explaining her hypothesis.

4. Findings

Early Childhood Education

4.1.1 Expectations

let the children take control.

4.1.2 Opportunities

28

The research team witnessed the development of various cultural forces as a result of coaching teachers to leverage thinking in the classroom and encouraging them to reflect on their practice. Due to various changes that occurred during the collection of data, the research team determined that providing hard numbers for the outcomes seen could be misleading, therefore a decision was made to provide a fully qualitative description of the most common advancements that occurred. In a short time, the teachers became aware of the importance and impact of cultural forces in children's learning such as those of expectations, interactions, questioning, listening, opportunities, thinking routines, environment, and time. The teachers uncovered how these cultural forces become intertwined among each other. All these cultural forces came to light as can be seen by the stories that will follow, but

The research team emphasized a child-centered approach that values thinking

The expectations were not only about the children, but also the teachers themselves. Iris became more reflective and intentional about her teaching. In one occasion, during circle time, when she was asking the children questions, she noticed that her questions were not engaging, and the children were losing focus. This prompted her to involve the children by telling them, "Listen please, I need your heads". The research team interpreted this action as the teacher's efforts to

Implementation of rich thinking opportunities in which teachers ensured that students were actively engaged in metacognitive processes throughout planned experiences, rather than simple completion of activities were observed. During one instance Iris invited her students to draw their thinking while discussing their seed planting process. Salmon's [13] study states that a "drawing and telling" technique helps children deepen their thoughts. Iris asked the children: "how do you think your plant is growing? We will draw it." As a result, this aided students by providing them with a visual of what they were experiencing metacognitively. Daisy, one of Iris'students held up her drawing that depicted a small plant submerged in dirt and stated, "I think it's growing, but it's just inside the dirt". The researcher asked, what makes you say that? To which Daisy responded, "because I was observing my plant and can't see it, I imagine it was growing" (Figure 3). This example highlights

and promotes it. Upon reflecting on the teacher's role in fostering thinking in children, a shift was seen in one of the teachers. One of the challenges when planning curriculum is time. You need to take time to be more thoughtful in the process of curriculum development to get more information from students and promote their thinking. Upon coming to such a realization Marta noted how it was no longer about having students do things such as drawing, for example, a little house. She said, "now we ask how did you come up with a house? How did you make it? and so forth". The challenge is to create better questions, to step back and

certain combinations of some of these forces were more prominent.

4.1 Finding from the cultural forces lenses

empower children by inviting them to participate.

the importance of creating opportunities for children to develop and practice metacognitive abilities as well as language of thinking.

#### 4.1.3 Routines and structures

The process of using thinking routines allowed teachers to dedicate a specific amount of time for students to think, make observations, use the language of thinking, and listen to one another. During one observation, the research team witnessed the implementation of a "Zoom In" routine.

Marta began the process by sharing with her students that she had something to share with them, but it was hidden behind a plain piece of paper and that she did not know what it was. She then proceeded to guide the students by telling them to observe a small portion of the item after exposing part of it. "What do you observe?", she asked.

Many of the students responded, "with our eyes!" Marta acknowledged their statement by nodding and responding with, "let's think, what could it be?". She lowered her voice and once again asked, what the object could be while allowing time for the students to look at the small area that was visible. After some time one student spoke up and said, "I see a mouth". Marta responded, "you see a mouth?" as she moved the hidden item closer for the students to have a better view of it. The children silently observed what Marta held in her hands. She then asked, "where do you see a mouth? Is this a mouth? Do you think this is a mouth? Angel, do you think it is a mouth? What do you see?" Another student, Daniela responded, "a house". Marta then stated, "Daniela thinks it is a house. Why do you think it is a house?". Daniela responded, "because I like houses". Marta pressed further, "what do you observe?". Daniela responded, "because there are windows". The teacher went on to explain to the other students that Daniela thought the item was a house because she could see windows and windows would not be found somewhere else, like the floor. After doing so she went on to individually invite other students that had been sitting quietly by asking them what they observed. When the full image was finally revealed, it was actually an image of horses. This dialog of sharing what the other students saw and why they thought what they saw was valid continued. Some students noted a specific color that could be seen while others noted more concrete images such as a window or a door. As time went on and thinking routines became more readily practiced the teacher noted its effect on the daily experiences faced in the classroom. Marta shared with us how using these routines helped planned experiences. She said, "it flows better, in how they (the students) participated more, they waited for their turn to share, they were engaged. The most important

thing I have learned by using these thinking routines has been how I can see what my students are thinking, how they think, and I have come to the realization that they can say incredible things". Ana noted how the routines extended her students' abilities to think beyond the obvious. "I learned how to help the children express their thinking, expand their thinking and their vocabulary and make connections by using these routines".

Teacher: Wow! And how is the snow, Fia? I have never seen snow, how is the snow?

Opportunities in the Odds; Exploring Adult-Child Interactions and Their Effects…

The physical environment played a large role when it came to creating opportunities for making the children's' thinking visible through documentation. When this occurred, students became engulfed in the experience at hand. During one of the research team's observation sessions Marta invited one of her students to document what his fellow classmates was writing. She handed him a piece of paper and pencil and guided him by saying, "Luke, write down what Shay said that it is very important". After scratching his head Luke proceeded to jot down what was being said. As the students took turns sharing during another Zoom In thinking routine being implemented, Luke continued jotting down what he heard his classmates said (Figure 4). At the end of the session Marta said, "Okay let's look at what Luke wrote, what did you write?". Luke then proceeded to read everything his friends had shared during the routine. Prominence in this practice of displaying the stu-

The students and teachers work under the pressure of a tight schedule that eventually affects the quality of interactions. While analyzing documented adultchild interactions we discussed the benefits of giving children time to think. The teachers determined that it was powerful to provide students with the time to think and respond. In an exciting interview Annie stated how she has learned to wait and listen to her students' responses. This new practice taught her how to remain calm as they work through the process of thinking before responding and has helped her develop her patience. She went on to later share how she would advise other educators to practice thinking routines with their students, to listen to them and

Child 3: Its flat like this. Marta: Its flat? White? Child 3: Nods.

DOI: http://dx.doi.org/10.5772/intechopen.82515

dent's thinking appeared more as the study continued.

4.1.7 Physical environment

4.1.8 Time

Figure 4. Luke documenting.

31

## 4.1.4 Language and conversations

While analyzing language and conversations the research team noted an increase in the use of verbiage that supported thinking. Teachers began making efforts to use this language and encouraged students to expand their responses by using them. Using questions such as "what did you see in this little plant, what did you observe?" and phrases such as, "you are connecting!" when responding to one student's comment about the safety symbols being studied indicated the teachers attempts to name the students' thinking. The previously mentioned instance occurred as Iris held up a phone symbol. The student connected back to the poisonous symbol Iris held up earlier during circle time and said, "If that person gets that potion and they die and they call the emergency". Iris followed this statement with, "you are connecting, you are right!" Connecting is a thinking word.

#### 4.1.5 Modeling

Actions such as the teachers showing their students that they are also learning with them was also witnessed by the research team. During one circle time the group shared flowers with one another. As the flowers were being passed around one student, Chris exclaimed, "This paints! This little thing paints!". Marta the teacher responded with, "why does it paint?" and Daniel stated, "Because look, it got me dirty". At that moment Marta exclaimed, "Ah! You touched it and it painted you! I didn't know flowers could paint!".

#### 4.1.6 Interactions and relationships

Adult-child interactions that emphasized respecting one another's thoughts and that indicated that students are their own leaders and elaborate on their ideas were witnessed. Instances in which the teachers emphasized listening to one another and interactions that show genuine interest in what students want to share support these notions as could be seen in the following transcription that occurred one morning while discussing the weather:

Marta: Winter! Students: Winter! Marta: Where there is a little bit of cold. Here in Miami there is a little. Child 1: Teacher, when its cold snow comes out, snow! Marta: Yes! In other states where snow falls. Here in Miami snow does not fall. We need to go to other states where there is snow. Child 1: Yes. Marta: To see snow men. Child 2: I like it! Marta: Lets listen to what Fia is saying. Child 3: I was throwing snow at my dad. On his body. Marta: Fia did go! Where did you go with daddy? Child 3: With my grandma and Santa and I was playing with the snow.

Opportunities in the Odds; Exploring Adult-Child Interactions and Their Effects… DOI: http://dx.doi.org/10.5772/intechopen.82515

Teacher: Wow! And how is the snow, Fia? I have never seen snow, how is the snow? Child 3: Its flat like this. Marta: Its flat? White? Child 3: Nods.

#### 4.1.7 Physical environment

thing I have learned by using these thinking routines has been how I can see what my students are thinking, how they think, and I have come to the realization that they can say incredible things". Ana noted how the routines extended her students' abilities to think beyond the obvious. "I learned how to help the children express their thinking, expand their thinking and their vocabulary and make connections by

While analyzing language and conversations the research team noted an increase in the use of verbiage that supported thinking. Teachers began making efforts to use this language and encouraged students to expand their responses by using them. Using questions such as "what did you see in this little plant, what did you observe?" and phrases such as, "you are connecting!" when responding to one student's comment about the safety symbols being studied indicated the teachers attempts to name the students' thinking. The previously mentioned instance occurred as Iris held up a phone symbol. The student connected back to the poisonous symbol Iris held up earlier during circle time and said, "If that person gets that potion and they die and they call the emergency". Iris followed this statement

with, "you are connecting, you are right!" Connecting is a thinking word.

Actions such as the teachers showing their students that they are also learning with them was also witnessed by the research team. During one circle time the group shared flowers with one another. As the flowers were being passed around one student, Chris exclaimed, "This paints! This little thing paints!". Marta the teacher responded with, "why does it paint?" and Daniel stated, "Because look, it got me dirty". At that moment Marta exclaimed, "Ah! You touched it and it painted

Adult-child interactions that emphasized respecting one another's thoughts and

that indicated that students are their own leaders and elaborate on their ideas were witnessed. Instances in which the teachers emphasized listening to one another and interactions that show genuine interest in what students want to share support these notions as could be seen in the following transcription that occurred

Marta: Where there is a little bit of cold. Here in Miami there is a little.

Child 3: With my grandma and Santa and I was playing with the snow.

Marta: Yes! In other states where snow falls. Here in Miami snow does not fall. We

Child 1: Teacher, when its cold snow comes out, snow!

Child 3: I was throwing snow at my dad. On his body. Marta: Fia did go! Where did you go with daddy?

need to go to other states where there is snow.

Marta: Lets listen to what Fia is saying.

using these routines".

Early Childhood Education

4.1.5 Modeling

4.1.4 Language and conversations

you! I didn't know flowers could paint!".

one morning while discussing the weather:

4.1.6 Interactions and relationships

Marta: Winter! Students: Winter!

Child 1: Yes.

30

Marta: To see snow men. Child 2: I like it!

The physical environment played a large role when it came to creating opportunities for making the children's' thinking visible through documentation. When this occurred, students became engulfed in the experience at hand. During one of the research team's observation sessions Marta invited one of her students to document what his fellow classmates was writing. She handed him a piece of paper and pencil and guided him by saying, "Luke, write down what Shay said that it is very important". After scratching his head Luke proceeded to jot down what was being said. As the students took turns sharing during another Zoom In thinking routine being implemented, Luke continued jotting down what he heard his classmates said (Figure 4). At the end of the session Marta said, "Okay let's look at what Luke wrote, what did you write?". Luke then proceeded to read everything his friends had shared during the routine. Prominence in this practice of displaying the student's thinking appeared more as the study continued.

#### 4.1.8 Time

The students and teachers work under the pressure of a tight schedule that eventually affects the quality of interactions. While analyzing documented adultchild interactions we discussed the benefits of giving children time to think. The teachers determined that it was powerful to provide students with the time to think and respond. In an exciting interview Annie stated how she has learned to wait and listen to her students' responses. This new practice taught her how to remain calm as they work through the process of thinking before responding and has helped her develop her patience. She went on to later share how she would advise other educators to practice thinking routines with their students, to listen to them and

Figure 4. Luke documenting.

give them the opportunity to express what they feel and give them the time to think. By doing so, the teachers talk less, students likewise follow suite and implement the same practice as a means of encouraging their fellow classmates to also quiet down and focus.

support and community among the group. This allows for progress to occur in a

Opportunities in the Odds; Exploring Adult-Child Interactions and Their Effects…

Despite the odds being faced in educational settings, opportunities can be created to nurture learning experiences that promote thinking. Experiences like this raise awareness on the influence of small changes in adult-child interactions. Through reflective sessions that focus on areas of growth for educators facing certain pressures from the centers in which they are employed, including a lack of administrative involvement in which the vision of the practical visionary leaders were unclear and support methods were blurred, improvements still occur.

The study had strong research-based frameworks that were attractive to the teachers and a research team that took action and acted as the practical visionary leaders. The political visionary leaders were not involved in the process. It was uncertain if we were supporting or enriching their educational program and goals,

The use of documentation and a strong framework to support authentic teaching and learning [4] helped the research team in its many roles such as that of participant observers. The research team provided coaching to support teachers in the implementation of the frameworks that they learned about during reflective sessions. The documentation was not only useful for the teachers, but for children who took ownership of their experiences and began participating in the documentation

With the results witnessed during a short time frame and despite accommodating to the ideals of the center, we believe that expanding on such work by providing more time for coaching opportunities could led to the promotion of superior thinking and learning in the classroom. Even when working with a strong framework, the practical visionary cannot make large advancements without the support and

Schedules are important to set up routines that help children predict what comes next and lower anxiety for the unknown. However, the schedule can also become a cause of stress if the teacher and children lose control of the learning process to serve a schedule. It should be the opposite. Allowing time for thinking creates the opportunities that children need to think. As Bennett [15] points out, schools often become places in which teachers are meant to comply with policy rather than

When teachers can analyze their interactions with children, they can provoke thinking through the use of good questions. Ritchhart [9] argues that teachers can use questions in different contexts to achieve specific goals around thinking. Thinking routines are research-based strategies that help teachers ask good questions. This is an on-going and non-linear process that is supported through the

We would like to thank the Children's Trust for giving us the opportunity to provide professional development to teachers serving young children through the Quality Counts program. We are thankful for the school, teachers, children, and parents for opening their doors to us and allowing us to conduct this study. They provided us with information that helped change the way we think about improving the quality of education that young children receive. We would also like to thank Florida International University for helping make the publication of this chapter

manner that will carry on beyond reflective sessions.

DOI: http://dx.doi.org/10.5772/intechopen.82515

values.

process (Figures 3 and 4).

involvement of the political visionary.

contribute to its development.

implementation of such routines.

possible through their financial support.

Acknowledgements

33

#### 4.2 Finding focusing on questioning

The art of questioning takes time; a close look of the teacher's questioning was critical to help the teachers improve the type of questions they ask their students. Throughout this process, we witness small instances of progress. Initially, most questioning that occurred at the start of this investigation was for revision and procedures. Eventually an occurrence of more open-ended questions commenced. At times this type of questioning was stomped as it was followed by a close ended question. During the first session the following pattern of questions was noticed: open ended questions were initiated by the teacher, the children responded, and then the teacher would follow up with another question, which instead of helping continue the conversation brought it to an end. In other words, the children would respond, and the conversation was over. The research team first noted this occurrence during circle time. The teacher proceeded by stating that she brought a laminated image of fish. She then invited students to observe the image and asked, "what do you see here?" Many of the children responded, "a fish". Other stated, "a fish in water". The teacher then asked, "who remembers what letter fish starts with?" She continued, "with the letter, F, very good."

The following part of the conversation illustrated another pattern: the teacher asks a question, the children respond, and the teacher evaluates. In one instance the teacher stated, "fish have scales and their skin is not like ours, it is hard. To eat them we need to remove the scales, right? Your mom has to remove them at home. Let's see another fish, that lives where?" One student responded, "in the water", while another responded, "there" while indicating with their hands. The teacher then followed with, "they live in the water? Why do you say they live in water?" The student responded with, "because they swim" and the teacher said, "and if they swim, it has to be in the water. On land do fish swim? You cannot swim on land, on land we walk". This occurred during the early sessions that were observed, before the teacher started using thinking routines. These types of responses seem to have the intention of being generative, but it becomes irrelevant.

Upon analyzing the type of questions, the teachers gained more awareness about the intentionality of their questions. However, as previously stated, the art of questioning takes time and good questions are developed through practice and reflection. Despite this obstacle, generative questions that were not stomped by close ended ones began becoming more of a norm. Questions such as, "what we can do when there is sun?", "what do you observe here?", "what makes you say fish live in water?", and "why do you think it's not real?" were the types of questions that began emerging.

## 5. Conclusions

Although there are several factors influencing teacher performance, it is important that teachers lead their own learning. The opportunity to reflect on their expectations about children as thinkers and the opportunities they provide for children to be cognitively engaged are two of those factors. If we want to consolidate experiences, the group being coached must remain intact, to create a sense of

#### Opportunities in the Odds; Exploring Adult-Child Interactions and Their Effects… DOI: http://dx.doi.org/10.5772/intechopen.82515

support and community among the group. This allows for progress to occur in a manner that will carry on beyond reflective sessions.

Despite the odds being faced in educational settings, opportunities can be created to nurture learning experiences that promote thinking. Experiences like this raise awareness on the influence of small changes in adult-child interactions. Through reflective sessions that focus on areas of growth for educators facing certain pressures from the centers in which they are employed, including a lack of administrative involvement in which the vision of the practical visionary leaders were unclear and support methods were blurred, improvements still occur.

The study had strong research-based frameworks that were attractive to the teachers and a research team that took action and acted as the practical visionary leaders. The political visionary leaders were not involved in the process. It was uncertain if we were supporting or enriching their educational program and goals, values.

The use of documentation and a strong framework to support authentic teaching and learning [4] helped the research team in its many roles such as that of participant observers. The research team provided coaching to support teachers in the implementation of the frameworks that they learned about during reflective sessions. The documentation was not only useful for the teachers, but for children who took ownership of their experiences and began participating in the documentation process (Figures 3 and 4).

With the results witnessed during a short time frame and despite accommodating to the ideals of the center, we believe that expanding on such work by providing more time for coaching opportunities could led to the promotion of superior thinking and learning in the classroom. Even when working with a strong framework, the practical visionary cannot make large advancements without the support and involvement of the political visionary.

Schedules are important to set up routines that help children predict what comes next and lower anxiety for the unknown. However, the schedule can also become a cause of stress if the teacher and children lose control of the learning process to serve a schedule. It should be the opposite. Allowing time for thinking creates the opportunities that children need to think. As Bennett [15] points out, schools often become places in which teachers are meant to comply with policy rather than contribute to its development.

When teachers can analyze their interactions with children, they can provoke thinking through the use of good questions. Ritchhart [9] argues that teachers can use questions in different contexts to achieve specific goals around thinking. Thinking routines are research-based strategies that help teachers ask good questions. This is an on-going and non-linear process that is supported through the implementation of such routines.

#### Acknowledgements

We would like to thank the Children's Trust for giving us the opportunity to provide professional development to teachers serving young children through the Quality Counts program. We are thankful for the school, teachers, children, and parents for opening their doors to us and allowing us to conduct this study. They provided us with information that helped change the way we think about improving the quality of education that young children receive. We would also like to thank Florida International University for helping make the publication of this chapter possible through their financial support.

give them the opportunity to express what they feel and give them the time to think. By doing so, the teachers talk less, students likewise follow suite and implement the same practice as a means of encouraging their fellow classmates to also

The art of questioning takes time; a close look of the teacher's questioning was critical to help the teachers improve the type of questions they ask their students. Throughout this process, we witness small instances of progress. Initially, most questioning that occurred at the start of this investigation was for revision and procedures. Eventually an occurrence of more open-ended questions commenced. At times this type of questioning was stomped as it was followed by a close ended question. During the first session the following pattern of questions was noticed: open ended questions were initiated by the teacher, the children responded, and then the teacher would follow up with another question, which instead of helping continue the conversation brought it to an end. In other words, the children would respond, and the conversation was over. The research team first noted this occurrence during circle time. The teacher proceeded by stating that she brought a laminated image of fish. She then invited students to observe the image and asked, "what do you see here?" Many of the children responded, "a fish". Other stated, "a fish in water". The teacher then asked, "who remembers what letter fish starts

The following part of the conversation illustrated another pattern: the teacher asks a question, the children respond, and the teacher evaluates. In one instance the teacher stated, "fish have scales and their skin is not like ours, it is hard. To eat them we need to remove the scales, right? Your mom has to remove them at home. Let's see another fish, that lives where?" One student responded, "in the water", while another responded, "there" while indicating with their hands. The teacher then followed with, "they live in the water? Why do you say they live in water?" The student responded with, "because they swim" and the teacher said, "and if they swim, it has to be in the water. On land do fish swim? You cannot swim on land, on land we walk". This occurred during the early sessions that were observed, before the teacher started using thinking routines. These types of responses seem to have

Upon analyzing the type of questions, the teachers gained more awareness about

Although there are several factors influencing teacher performance, it is impor-

tant that teachers lead their own learning. The opportunity to reflect on their expectations about children as thinkers and the opportunities they provide for children to be cognitively engaged are two of those factors. If we want to consolidate experiences, the group being coached must remain intact, to create a sense of

the intentionality of their questions. However, as previously stated, the art of questioning takes time and good questions are developed through practice and reflection. Despite this obstacle, generative questions that were not stomped by close ended ones began becoming more of a norm. Questions such as, "what we can do when there is sun?", "what do you observe here?", "what makes you say fish live in water?", and "why do you think it's not real?" were the types of questions that

quiet down and focus.

Early Childhood Education

began emerging.

5. Conclusions

32

4.2 Finding focusing on questioning

with?" She continued, "with the letter, F, very good."

the intention of being generative, but it becomes irrelevant.
