“Would you like to tidy up now?” » An analysis of adult questioning at the basic level in English? There has been a lot of controversy within the class about how teachers should address their students, to see if the right way forward is through open and/or closed questions. A study by Siraj-Blatchford et al (2003, 2004) which extended the analysis relating to adult questioning carried out in the Research Effective Pedagogy in the Early Years (REPEY) study, which then extracted quantitative data on a period of five years. The Effective Provision of Pre-School Education (EPPE) study (Sammons et al. 2002, 2003), which examines the progress of 3,000 children in 141 preschools. In this extension, the analysis identified a total of 5,808 questions over 400 hours that were logged by 28 employees in 2000-2001. The aim of the study was to provide a more in-depth analysis of the types of questions applied and to investigate the possibility that the use of open-ended questions has an effect on a child's development, particularly in supporting them. found that 94.5% of all questions asked by Early Years staff were closed questions that required recall or facts. It was found that only 5.5% were open-ended questions. The main objective of the study of this article is to code and justify the seven types of closed questions and the four types of open questions most frequently asked by early childhood staff. In this experiment, there is a strong sense of credibility which makes the method and the results very reliable. This is because it is an ongoing longitudinal study that applies a mixed methods design (Creswell 2003, Siraj-Blatchford et al 2006). Mixed methods are those where a researcher mixes...... middle of paper ......l. 40 (6), p857-874., RB and Onwuegbuzie, AJ (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14–26 Gorard, S. (2004) Skepticism or clericalism? Theory as an obstacle to combining methods, Journal of Educational Inquiry, 5, 1, 1-2Hammersley, M. (2005). “Countering the ‘new orthodoxy’ in educational research: a response to Phil Hodkinson.” British Educational Research Journal 31 (2): 139-155. Gardner, H. (1968). Longitudinal studies and measurement of change. Royal Statistical Society. 18 (2), p93-95. Creswell, J. 2003. Research design: qualitative and quantitative approaches. London: Sage Publications.GF Holbein, 1997. “Evaluation and Redirection of Longitudinal Analysis: Demonstrated with a Study of the Diversification and Divestment Relationship,” Strategic Management Journal 18: 557- 571.