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Children begin to ask questions at around two years of age and develop the skill throughout early childhood. This laborious and complex ability is due to changes that take place on an individual level in the cogniiive, linguistic and p.ugrnuti. domains, and also to interpersonal factors the intluence of adult interlocutors in this process. Interrogative utterances frequently appear in the linguisic repertoire of adults who interact with very young children. Various authors who have studied dialogue between adults and children have noted this and have debated the function of questions within this dialogue. Savonic (1975) observed that adults more frequently use questions than declarative or interrogative productions in these interactions, and that this tendency reverses when children begin to form questions. Garvey (I975) considers that adults use questions that perform the function of indirect requests for action (e.g., will you give me the ball?) rather than imperative forms such as "give me the ball" to control children's behavior. For Olsen-Fulero (1983) questions are among the most frequent means used in conversation to pass the turn. This author considers that for adults interacting with young children the aim of questions is to elicit a verbal intervention trom their interlocutors, and that three-year old children are more likely to accept their turn to speak after a question than after a declarative utterance. Adults are fully conscious of the limitations of the communicative skills of the children and use questions to keep the conversation going. Snow (1986) stresses the facilitating nature of questions in general, and lays special emphasis on the role of clarifying questions in bringing children into the conversation:

The process of children’s ability to ask questions from an interactive perspective