Are There Differences between Children's Display of Self-Regulation and Metacognition When Engaged in an Activity and When Later Reflecting on It? The Complementary Roles of Observation and Reflective Dialogue

Autor/in	Robson, Sue
Titel	Are There Differences between Children's Display of Self-Regulation and Metacognition When Engaged in an Activity and When Later Reflecting on It? The Complementary Roles of Observation and Reflective Dialogue
Quelle	In: Early Years: An International Journal of Research and Development, 36 (2016) 2, S.179-194 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2015.1129315
Schlagwörter	Self Control; Self Management; Metacognition; Observation; Reflection; Dialogs (Language); Foreign Countries; Early Childhood Education; Student Behavior; Coding; Planning; Activities; Interviews; Video Technology; Knowledge Level; Motivation; Statistical Analysis; Nonparametric Statistics; United Kingdom (London) + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Selbstmanagement; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Beobachtung; Dialog; Dialogs; Dialogue; Dialogues; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Student behaviour; Schülerverhalten; Codierung; Programmierung; Ablaufplanung; Planungsprozess; Interviewing; Interviewtechnik; Wissensbasis; psychologische; Motivation (psychologisch); Statistische Analyse
Abstract	Recent years have seen considerable growth of evidence that young children possess metacognitive and self-regulatory skills, alongside a view that some research tools, including observation and video-stimulated interviews, may provide better opportunities to see them. This paper examines possible differences in the evidence these two tools may afford. Data from 29 children aged 4-5 years in a London Reception class were analysed using a behavioural coding scheme. Overall, children were significantly more likely to display self-regulation and metacognition in post hoc interviews about an activity rather than during the activity. This was particularly so for metacognitive knowledge. Children were more likely to show regulatory aspects such as planning and monitoring during an activity, whilst evaluation was more evident in later discussion. Observations and video-stimulated interviews are suggested as valuable tools when combined with one another, offering complementary insights, and helping make children's learning more visible to both themselves and to adults. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01