Part of the EYFS Glossary
This article forms part of our EYFS Glossary of Early Years Education Terms, which explains key curriculum, pedagogy, and assessment language used in early years practice.
Open-ended questioning refers to asking questions that do not have a single fixed answer and encourage children to think, explain, explore ideas, and express their understanding.
What is Open-Ended Questioning?
Open-ended questioning involves asking questions that invite children to think, respond in their own words, and explore ideas. These questions typically allow for multiple possible answers rather than a single correct response.
In early years settings, open-ended questions are used to encourage children to explain their thinking, reflect on experiences, and develop language through conversation.
Open-Ended vs Closed Questions
Open-ended questions differ from closed questions in the type of response they encourage.
Open-ended questions:
allow multiple answers
encourage explanation and discussion
support thinking and reasoning
Closed questions:
usually have one correct answer
often require a short or factual response
may check knowledge or recall
Both types of questions can be useful, but open-ended questions are often used to extend thinking and conversation.
Open-Ended Questioning in Early Years Practice
In practice, open-ended questioning often occurs during play, shared activities, and everyday interactions.
For example, practitioners might ask:
“What do you think will happen if…?”
“How did you make that?”
“Why do you think that happened?”
“What else could we try?”
These questions encourage children to reflect, explain, and explore ideas in more depth.
How Practitioners Use Open-Ended Questions
Practitioners may use open-ended questions to:
extend children’s thinking
support problem-solving
encourage explanation and reasoning
promote conversation and interaction
explore children’s ideas and understanding
These questions are often used alongside other interaction strategies such as commenting and modelling.
Open-Ended Questioning and Children’s Development
Open-ended questioning can support several aspects of children’s development, including:
language and communication
thinking and reasoning
confidence in expressing ideas
engagement in learning
By encouraging children to think and respond, open-ended questions help support deeper understanding and participation.
Common Questions About Open-Ended Questioning
-
Not necessarily. Both types of questions have a role, but open-ended questions are often used to support thinking and discussion.
-
In some situations, frequent questioning may disrupt children’s engagement. Practitioners may balance questioning with commenting and observation.
-
Practitioners may adapt questions, provide prompts, or model responses to support children in developing confidence.
Summary
Open-ended questioning refers to asking questions that encourage children to think, explain, and explore ideas. By supporting conversation and reflection, open-ended questions help children develop language, reasoning, and understanding.
Related Glossary Terms
The following glossary entries are closely related to Open-Ended Questioning and provide additional context:
Further Guidance | Related Documents within our ‘EYFS Curriculum & Pedagogy’ suite:
Below you will find a selection of guidance documents from within our Little Owls Resources ‘Curriculum & Pedagogy’ area which explore this concept (& its age-specific application within EYFS settings) in greater depth.
[For additional documents please visit our support pathways: Baby | Toddler | Preschool | Reception | Mixed-Age]
Further Guidance | Related Resources within our ‘Printable Provision’ area:
Disclaimer
The information provided in this glossary is intended to support understanding of terminology commonly used within the Early Years Foundation Stage (EYFS). It does not constitute official guidance and should not be considered a substitute for the EYFS Statutory Framework or other Department for Education publications.
Terminology and interpretations may vary between settings and professional contexts.