Socially Mediated Metacognition and Learning to Write

Autor/in	Larkin, Shirley
Titel	Socially Mediated Metacognition and Learning to Write
Quelle	In: Thinking Skills and Creativity, 4 (2009) 3, S.149-159 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1871
DOI	10.1016/j.tsc.2009.09.003
Schlagwörter	Collaborative Writing; Young Children; Writing Processes; Metacognition; Content Analysis; Cultural Influences; Writing Instruction; Video Technology; Literacy; Questioning Techniques; Teacher Student Relationship; Social Influences + Suchen Sie Ihr Suchwort? Frühe Kindheit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Inhaltsanalyse; Cultural influence; Kultureinfluss; Schreibunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Befragungstechnik; Fragetechnik; Teacher student relationships; Lehrer-Schüler-Beziehung; Sozialer Einfluss
Abstract	Writing can be viewed as a recursive process involving both cognitive and metacognitive processes. Task, environment, individual cognition and affective processes all impact on producing written text. Recent research on the development of metacognition in young children has highlighted social constructivist and socio-cultural factors. Metacognition is seen as facilitated through collaborative tasks and through talk. This study investigated the peer construction of metacognition in 5-7-year-old children engaged on collaborative writing tasks. Six year 1 and year 2 classes were involved in the project (n = 172). 25 h of video observation data, teacher and researcher reflections and structured field notes were analysed qualitatively using ATLAS ti software. The written texts produced in these sessions were analysed using a qualitative content analysis, looking specifically for evidence of the process of text construction and metacognition. The findings provide evidence of young children's ability to engage in metacognitive talk and to use metacognition intentionally in the co-construction of written texts. The relationships between children and their talk partners mediated the effect of pre-determined ability in literacy. Teachers' direct questioning aimed at reflection on the writing process did not always support metacognitive dialogues. Drawing on recent models of metacognition and writing the paper highlights the role of social factors in developing metacognition and illustrates the ways in which young children negotiate task demands during shared writing tasks. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10