Abstract
In the article, I undertake an analysis of the education process carried out at the level of early school education, taking into account the assessment criteria of acts of communication in the form of interrogative statements. In my considerations, I refer to the results of research conducted over a period of over twenty years, limiting myself to one, but at the same time the basic aspect of the given problem – the frequency of questions formulated by teachers and students of grades 1–3. Furthermore, I am trying to answer the question whether the curriculum reforms of the Polish education system, carried out since 1999, had or still have an impact on the implementation of the educational process in everyday school practice.
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