ABSTRACT
In this chapter, the authors outline some of the problems which arise when they make demands on children through the use of questions. The question is a specific type of demand. In the absence of clearly defined objectives to guide the form of the question, vague, haphazard strategies were much in evidence. Demands are linked in a systematic fashion, using a variety of types of questions. A demand should take a child one step further than his present position and will be unrealistic if it is too complex or too simple for that child. Unrealistic questioning demands can confuse the child. The child was involved in a structured teaching programme, using the questioning procedure, where behavioural objectives for each of the detail pictures were specified. The authors also suggest that picture materials are to be used, although objects, the classroom, or play activities of other children could equally have been chosen.
