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The article presents an analysis of the Child Language Data Exchange System database concerning the issues surrounding the study of childrens' questions. The areas of inquiry are the identity of the conversation partner of the child, social class variation in the persistence and frequency of the child's questions, the method by which children reply to answers to their inquiries, and the cognitive of replying to children's questions. The analysis shows that children ask questions to gather information. Also, children obtain the information they request, and are motivated to obtain the information they request. Lastly, children gather questions specifically to attain an objective, and utilize the information they have obtained to reach that objective and realize a change in knowledge state.

The article presents a study on the nature of childrens' questions. A total of 68 children aged 1 to 5 from the Bing Nursery School comprised the respondents. A total of 81% asked information-seeking questions, 67% on facts, and 14% on explanation. The younger children asked for facts while the older children gravitated toward question which required explanation. Also, children ask both isolated queries and questions that take place in a series that build on one another. Thus, the building questions act as the bridge between the information-seeking questions and exploratory questions.

The article discusses whether the questions children ask within a sole domain have the potential of helping them learn about that domain. The analysis was centered on the questions children ask regarding animals. The objectives are to examine inquiries that are specialized to the field of biological knowledge, find out how stimulus type affects the inquiries that children ask regarding biological knowledge. The findings show that children inquire on more biological information when in the presence of animals than in other settings.