Questioning as an instructional method: Exploring beliefs and reported practices of early childhood educators

This study aims to characterize educators' beliefs and reported practices about the questioning method. For this purpose, 412 educators fulfilled questionnaire, and 21 educators were interviewed about their practices. The results showed that although educators believed in the necessity of planning questions and waiting after the question was asked, they did not practice them for reasons such as lack of experience, age appropriateness, and lack of knowledge about the topic. In addition, although the educators believed that open-ended questions should be asked, they also stated that they did not always ask such questions in their practices.