Young Children's Interest-Oriented Activity and Later Academic Self-Regulation Strategies in Kindergarten

Autor/inn/en	Neitzel, Carin; Alexander, Joyce M.; Johnson, Kathy E.
Titel	Young Children's Interest-Oriented Activity and Later Academic Self-Regulation Strategies in Kindergarten
Quelle	In: Journal of Research in Childhood Education, 30 (2016) 4, S.474-493 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2016.1215360
Schlagwörter	Metacognition; Kindergarten; Profiles; Creativity; Academic Achievement; Child Behavior; Statistical Analysis; Gender Differences; Learning Strategies; Role; Cognitive Ability; Personality Traits; Student Interests; Parent Attitudes; Questionnaires; Likert Scales; Intelligence Tests; Verbal Ability; Vocabulary; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Charakterisierung; Profilanalyse; Kreativität; Schulleistung; Statistische Analyse; Geschlechterkonflikt; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Rollen; Denkfähigkeit; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Studieninteresse; Elternverhalten; Fragebogen; Likert-Skala; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz
Abstract	This study investigated children's interest-based activities in the home during the preschool years and their subsequent academic self-regulation behaviors in school. Children's home activities were tracked for 1 year prior to kindergarten entry. Based on their profiles of activities, children (109) were assigned to one of four interest groups: conceptual, social, procedural, or creative. The children's academic self-regulation behaviors were observed throughout kindergarten. Specifically, the contribution of children's early interests to understanding their metacognitive talk and progress monitoring was analyzed, controlling statistically for the effects of gender, cognitive skill, and temperament. There were discernible patterns unique to each group in the content of their metacognitive talk and strategies for monitoring progress. The study offers an uncommonly rich description of the academic self-regulation behaviors of young children and explores the role of early childhood interests in the development of academic self-regulation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01