Improving Metacognitive Abilities as an Important Prerequisite for Self-Regulated Learning in Preschool Children

Autor/inn/en	Dörr, Lisa; Perels, Franziska
Titel	Improving Metacognitive Abilities as an Important Prerequisite for Self-Regulated Learning in Preschool Children
Quelle	In: International Electronic Journal of Elementary Education, 11 (2019) 5, S.449-459 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Metacognition; Cognitive Development; Preschool Children; Caregivers; Intervention; Preschool Teachers; Kindergarten; Family Environment; Child Care Centers; Foreign Countries; Parent Role; Teacher Role; Learning Strategies; Self Control; Problem Solving; Germany + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kognitive Entwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Caregiver; Carer; Betreuungsperson; Pfleger; Erzieher; Erzieherin; Kindergärtnerin; Familienmilieu; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Ausland; Parental role; Elternrolle; Lehrerrolle; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstbeherrschung; Problemlösen; Deutschland
Abstract	Metacognition is a crucial prerequisite for self-regulated learning and refers to the knowledge and the regulation of cognitive processes. Several authors argue that children at preschool age can use initial metacognitive control strategies and monitor their learning activities. This fact will create the conditions for promoting metacognitive activities at an early stage. The development of these activities at this age is influenced by several contextual factors, such as home or school environments. Essential caregivers exert a strong influence in terms of the development of metacognitive abilities. In view of this above 137 children participated in an intervention study aiming to improve metacognitive skills, along with their important caregivers such as parents and kindergarten teachers. Training concepts were designed that combined different kinds of interventions: a direct age-appropriate training of the preschoolers and two indirect interventions catered to parents and kindergarten teachers. The aim of this study was to analyze which training condition is more effective in improving metacognitive skills. We assumed that preschoolers who are consistently supported in their self-regulated learning in kindergarten and at home would benefit the most. Based on our data, we could partly confirm this hypothesis. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01