The Development of Uncertainty Monitoring during Kindergarten: Change and Longitudinal Relations with Executive Function and Vocabulary in Children from Low-Income Backgrounds

Autor/inn/en	Gonzales, Christopher R.; Merculief, Alexis; McClelland, Megan M.; Ghetti, Simona
Titel	The Development of Uncertainty Monitoring during Kindergarten: Change and Longitudinal Relations with Executive Function and Vocabulary in Children from Low-Income Backgrounds
Quelle	(2021), (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gonzales, Christopher R.) ORCID (McClelland, Megan M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Kindergarten; Metacognition; Executive Function; Vocabulary; Low Income Students; Preschool Children; White Students; Hispanic American Students; Disadvantaged Youth; Preschool Education + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Wortschatz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Benachteiligter Jugendlicher
Abstract	Children's ability to monitor subjective feelings of uncertainty (i.e., engage in uncertainty monitoring) is a central metacognitive skill. The study examines the development of uncertainty monitoring as well as its relations with vocabulary and executive function development in children (N = 137, 52% female) from predominately White and Latinx/Hispanic backgrounds when they were 4-6 years old and enrolled in a Head Start preschool and kindergarten between 2018 and 2019. The study found that children's uncertainty monitoring improved during the kindergarten year. Children's executive function and vocabulary in preschool and vocabulary growth from preschool to kindergarten predicted uncertainty monitoring at the end of kindergarten, which sheds new light on potential mechanisms supporting children's metacognitive development. [This is the online version of an article published in "Child Development." For the final published version of this article, see EJ1329121.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01