“Do you want to tidy up now?” An analysis of adult questions in the English Foundation Stage? There has been a lot of controversy in the classroom about how teachers should address their students, as to whether the correct way forward is through open-ended and/or closed-ended questions. A study conducted by Siraj-Blatchford et al (2003, 2004) which extended the analysis of adult questions carried out in the Research Effective Pedagogy in the Early Years (REPEY) study, which further extracted quantitative data for the longitudinal period of five years to study The Effective Provision of Pre-School Education (EPPE) (Sammons et al. 2002, 2003), examining the progress of 3,000 children in 141 preschools. In this extension the analysis identified a total of 5808 questions over 400 hours observing 28 registered employees in the period 2000-2001. The aim of the study was to provide a more in-depth analysis on the types of questions applied, and to investigate the possibility that the use of open-ended questions has an effect on the child's development, in particular in supporting him. found that 94.5% of all questions asked by staff at the beginning of the year were closed questions requiring recall of facts. It was found that only 5.5% were open-ended questions. The main purpose of this article's study is to codify and motivate the seven types of closed questions and the four types of open-ended questions that are most commonly asked by first-year staff. In this experiment there is a strong sense of credibility that makes the method and results very reliable. This is due to the study being a continuous longitudinal study applying a mixed method design (Creswell 2003, Siraj-Blatchford et al 2006). Mixed methods are those in which a researcher mixes...... middle of paper...... l. 40(6), p857-874., R.B., & Onwuegbuzie, A.J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14–26Gorard, S. (2004) Skepticism or clericalism? Theory as a barrier 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 Journal31 (2): 139-155.Gardner, H. (1968). Longitudinal studies and measurement of change. Royal Society of Statistics. 18(2), p93-95.Creswell, J. 2003. Research design: Qualitative and quantitative approaches. London: Sage Publications. G. F. Holbein, 1997. “Evaluating and Redirecting Longitudinal Analysis: Demonstrating with a Study of the Diversification and Divestment Relationship,” Strategic Management Journal 18: 557- 571.