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<p>This study identifies and proposes a framework comprising the various discursive moves that constitute the practice of eliciting thinking in early years education. Although this practice is widely recognised as important, there is limited research on how it unfolds in classroom interactions. Based on a qualitative, multiple-case study involving the analysis of over 15&#xa0;h of audiovisual recordings of early years teachers working with children aged four to six using the interactivity framework, the results show that eliciting thinking corresponds not to an isolated strategy, but to a set of interconnected discursive moves. Eight such moves were identified: asking questions to access thinking; probing graphically; exploring and interpreting children’s ideas; paraphrasing everyday language; encouraging argumentation; establishing relationships and inferences; using errors as learning opportunities; and adapting teaching methods. These moves are organised into recurring sequences that enable access to, sustain, and deepen children’s thinking. These findings provide an analytical framework that contributes to practice-based research and enhances teacher training by offering a clearer insight into the work involved in eliciting children’s thinking.</p>

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Eliciting Thinking in Early Childhood Education: Case Studies on Strategies of Chilean Teachers of 4–6-Year-Olds

  • 期刊论文

  • 发表日期：

    2026年6月22日

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  • Tatiana López-Jiménez,
  • Valentina Toro,
  • Sílvia Cavalcante,
  • Deydi Saballa-Pavez,
  • Rosa Colomina

摘要

This study identifies and proposes a framework comprising the various discursive moves that constitute the practice of eliciting thinking in early years education. Although this practice is widely recognised as important, there is limited research on how it unfolds in classroom interactions. Based on a qualitative, multiple-case study involving the analysis of over 15 h of audiovisual recordings of early years teachers working with children aged four to six using the interactivity framework, the results show that eliciting thinking corresponds not to an isolated strategy, but to a set of interconnected discursive moves. Eight such moves were identified: asking questions to access thinking; probing graphically; exploring and interpreting children’s ideas; paraphrasing everyday language; encouraging argumentation; establishing relationships and inferences; using errors as learning opportunities; and adapting teaching methods. These moves are organised into recurring sequences that enable access to, sustain, and deepen children’s thinking. These findings provide an analytical framework that contributes to practice-based research and enhances teacher training by offering a clearer insight into the work involved in eliciting children’s thinking.