Social Studies Research and Practice
Volume 1, Number 1, Spring 2006
Learning to Question in Kindergarten
Lynn Allyson Kelley
Taylorville Primary School
Even though young children ask many questions, the request for a question usually receives a story in response. The purpose of this action research was to determine if the implementation of questioning activities throughout the curriculum would make kindergartners aware of questions and enhance the questioning skills of these young learners.
About the Author(s)…
Lynn Allyson Kelley is currently a second grade science and social studies lab teacher at Taylorville Primary School in Tuscaloosa, Alabama. She has taught grades pre-school through college over the past 29 years. Ms. Kelley is currently pursuing an
Ed.D. in Early Childhood Education at The University of Alabama. Her research interests
Include student’s questions, parent involvement, constructivist teaching, and working with pre-service teachers. Contact information: firstname.lastname@example.org, Taylorville Primary School.