The Use of Socratic Questioning Techniques by Kindergarten Teachers in Project-Based Learning: A Preliminary Study

Teacher questioning skills play an essential role in project-based learning in early childhood education, particularly in stimulating children’s critical thinking skills. However, the Socratic Questioning technique as a reflective questioning approach has not been widely implemented at the kindergarten level. This study aims to describe the implementation of Socratic Questioning by kindergarten teachers in project-based learning, identify the challenges they face, and explore their needs for media that support reflective questioning skills. This research employed a descriptive qualitative approach involving eleven kindergarten teachers in Depok City selected through purposive sampling. Data were collected through observations, semi-structured interviews, and document analysis. Data were analyzed using Miles and Huberman’s interactive model, consisting of data reduction, data display, and conclusion drawing. The findings indicate that teachers have not yet applied Socratic Questioning optimally. Teachers predominantly use closed-ended questions, which are less effective in stimulating children’s critical thinking. The main challenges include limited conceptual understanding, time constraints in lesson planning, and concerns regarding children’s ability to respond to reflective questions. Teachers expressed the need for practical media, particularly visual guides, to support the application of reflective questioning techniques. Therefore, teachers require applicable Socratic Questioning-based learning media tailored to the early childhood context to enhance the quality of questioning skills in project-based learning.