Examining the Relationship Between Child-Generated Questions, Teacher Practices, and Science and Literacy Readiness Among Low-Income Minority Preschool Children

• In Event: Integrating Literacy and Science in the Early Years: The Effects of Content-Rich Instruction

Abstract

Preschool children are able to ask explanatory questions that seek to explain phenomena and/or causal relationships (Chouinard, 2007). This research, however, has not been conducted with low-income populations. This study examined question-generation skills in a low income sample and assessed the relationship between this skill and learning gains across science and literacy domains. Further, this study examined the influence of classroom environment on these relationships.
Perspective(s) or theoretical framework
Young children are naturally curious about their world (Piaget & Inhelder, 1969). Asking questions is a hallmark indicator of curiosity and exploration; inquiry signals interest and engagement in a topic, facilitates interaction as well as conceptual understanding, and provides a foundation for further learning (Berland & McNeill, 2009). Science, in particular, has been identified as an academic domain that employs inquiry as a catalyst for learning. For example, asking questions is designated as a critical science practice based on the idea that all inquiry in science and engineering begins with, and is driven by a question or questions (NRC, 2012).
Methods
In the fall and spring of the 2012-2013 school year, 264 3 –to 5 year old minority children (60% African-American; 40% Hispanic; 50% female) enrolled in an urban Head Start program were assessed on measures of explanatory inquiry, science and literacy readiness.
Data sources
Based upon pilot work with the target population, a procedure to assess inquiry skills used with middle-income children (Greif, et al., 2006) was modified to include stimuli more likely to evoke more spontaneous questions from children. Literacy skills were assessed using the Learning Express (McDermott, et al., 2009) and science, using the Lens on Science (Greenfield et al., 2011), both of which are IRT based measured designed specifically for this population. Classrooms were observed using the CLASS (Pianta et al., 2008).
Results
Children’s ability to generate questions increased from fall (M = 3.8, SD = 5.1) to spring M = 5.9, SD = 7.4). Inquiry skills in the fall significantly predicted spring inquiry scores, (β = .49, p < .001). Further, Emotional Support in the classroom, as measured by the CLASS, significantly moderated change in inquiry skills; inquiry skills improved more in classrooms with higher levels of emotional support (β = .30, p = .02), controlling for demographic covariates. Relationships between inquiry and growth in science and literacy are currently being analyzed and will be presented.
Scientific or scholarly significance
Asking more questions is associated with higher academic outcomes (Blank & Covington, 1965; Newman, 1998). Asking questions is a domain-general skill that, if targeted, can help increase outcomes in multiple areas of academic readiness. Understanding this domain-general skill, its development over the course of the school year, and its relationship with academic outcomes has the potential to improve school readiness to help address the achievement gap already present by the time low income children enter kindergarten.

Authors

• Irena Nayfeld, University of Miami

• Daryl B. Greenfield, University of Miami