Questioning is essential for two-way communication between a teacher and children or among children themselves. Questions play an important role in the processes of teaching and learning because children’s achievement and their level of engagement depend on the types of questions teachers formulate and use in a classroom. Good questions promote child-centered teaching. As we move from a teacher-led mode of teaching and learning to more child-initiated approaches, questions rather than answers are imperative in shaping the socio-cognitive development of learners as they explore and make meaning in collaborative contexts. This paper outlines a situational study in 2 early grade classes in two model Government schools of Mayurbhanj district in Odisha. This paper mentions that it is important to focus on promoting novice teachers’ knowledge and skills in questioning so that they can support children’s higher levels of thinking. This is especially relevant for teachers of the Government schools working in India.