Beyond Open-Ended: Tools to Explore Questions and Power during Decision-Making with Families

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Early Childhood Education Journal Pub Date : 2024-10-10 DOI:10.1007/s10643-024-01768-9
Christine L. Hancock
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Abstract

Questions are an essential aspect of decision-making by families and early educators in a range of contexts, and are particularly important during the informal assessment and collaborative planning that characterize home visits. Yet recommendations for questions tend to focus on form alone, such as encouragement to ask open- rather than closed-ended questions. These recommendations have limited practical application because they frame language as decontextualized and power-free, which can contribute to marginalizing families. Instead, when early educators conceptualize questions as part of discourse—rooted in context and imbued with power—they can better understand nuances of questions and ultimately enact shared decision-making with families. This conceptual paper illustrates the potential of discourse theory as a framework to explore questions and their consequences for decision-making power. Linguistic features of questions are presented along with discursive tools adapted from Gee (2014) that researchers and early educators can use to examine how questions contribute to sharing power or maintaining professional control of decisions. Transcripts from previously conducted, ethically approved investigations using discourse analysis exemplify how the tools can be used to examine how questions function in real conversations between families of infants and toddlers and home visitors. The selected transcripts represent four different home visiting programs in the United States and depict how questions played in role in decision-making about how to support children’s development.

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超越开放式:在与家庭共同决策过程中探索问题和权力的工具
提问是家庭和早期教育工作者在各种情况下做出决策的一个重要方面,在作为家访特点的非正式评估和合作计划中尤为重要。然而,有关提问的建议往往只注重形式,如鼓励提出开放式而非封闭式的问题。这些建议的实际应用有限,因为它们将语言定格为非语境化和无权力的,这可能会导致家庭边缘化。相反,当早期教育工作者将问题概念化为话语的一部分--植根于语境并充满力量--他们就能更好地理解问题的细微差别,并最终与家庭共同做出决策。这篇概念性论文说明了话语理论作为一种框架,在探索问题及其对决策权的影响方面所具有的潜力。本文介绍了问题的语言特点以及改编自 Gee(2014 年)的话语工具,研究人员和早期教育工作者可以利用这些工具来研究问题如何有助于分享权力或保持对决策的专业控制。这些记录来自之前进行的、经伦理批准的使用话语分析进行的调查,以实例说明如何使用这些工具来研究问题如何在婴幼儿家庭与家庭访视者之间的真实对话中发挥作用。所选记录代表了美国四个不同的家庭访视项目,描述了问题如何在有关如何支持儿童发展的决策中发挥作用。
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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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