THE ROLE OF TEACHERS IN USING QUESTIONS TO CREATE A LEARNING ENVIRONMENT THAT PROMOTES SPEAKING SKILLS IN EARLY CHILDHOOD

Abstract

This academic article aims to examine and synthesize concepts, theories, and related literature concerning the role of teachers in using questioning techniques to promote speaking skills among young children. The study integrates key theoretical foundations, including Piaget’s theory of cognitive development, Vygotsky’s sociocultural theory, Bruner’s concept of language scaffolding, inquiry-based learning approaches, as well as perspectives on language-rich environments for early childhood, and the integration of language, cognition, and emotion in the learning process.

The synthesis reveals that the development of young children’s speaking skills is not solely dependent on physiological factors, but emerges from the interaction among language, experiences, thinking processes, and emotional states within a supportive learning environment. Teachers play a crucial role as language facilitators, employing high-quality questioning to stimulate thinking, exploration, and meaningful communication.

This article proposes new insights into teachers’ use of questioning across five dimensions: (1) gentle questioning that encourages thinking and opens spaces for exploration; (2) creating a warm and emotionally supportive dialogue environment; (3) extending conversations thoughtfully to promote higher-order thinking; (4) connecting language to real-life experiences to support inquiry-based learning; and (5) modeling refined and positive language that fosters social and emotional development.

These dimensions contribute to transforming the classroom into a learning community that supports integrated development in thinking, communication, and emotional growth. As a result, children become more confident, expressive, and capable in their speaking abilities, forming a strong foundation for lifelong learning.