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ERIC Number: EJ1099179
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0957-5146
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
Robson, Sue
Early Years: An International Journal of Research and Development, v36 n2 p179-194 2016
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (London)
Grant or Contract Numbers: N/A