This study aims to make comparison of questions and feedback types used in classes by early childhood teachers and first grade elementary school teachers to promote continuity of desirable human environments between early childhood and elementary education. To this end, the classes of three kindergarten teachers teaching five-year-old children and three elementary school teachers teaching first graders were video/audio-recorded and transcribed. Then, the teachers questions and feedback were extracted from a total of 30 class sessions, consisting of equal number of class sessions led by early childhood teachers and elementary school teachers. The extracted data were analyzed, according to analysis criteria, to define frequency of questions, types of question by forms, types of question by cognitive process, and types of feedback. The findings showed that questions were used heavily in both classes led by early childhood teachers and the first grade teachers and that both groups used more closed questions than open questions. It was also found that both teacher groups used more of lower cognitive level questions than higher level questions for young children s divergent thinking. In terms of feedback type, explanation and repetition were most frequently used while recognition and praise were least used. This suggest that improvements needs to be made in the ways teachers use questions and feedback. It is expected that the findings and implications of this study will be applied to the development and implementation of teacher trainings designed to effectively support teachers use of questions and feedback for the promotion of children s thinking ability and contribute to promoting high quality human environment continuity between early childhood and elementary educational settings.