NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ908755
Record Type: Journal
Publication Date: 2010-Sep
Pages: 15
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-0966-9760
Self-Regulation and Metacognition in Young Children's Self-Initiated Play and Reflective Dialogue
Robson, Sue
International Journal of Early Years Education, v18 n3 p227-241 Sep 2010
This paper looks at ways in which a group of children aged three-four years exhibited evidence of self-regulation and metacognition. Videotaped episodes of children's activities and audiotaped dialogues between children and practitioners about the activities were analysed using an observational framework. The data here show children of three and four displaying extensive evidence of metacognitive and self-regulatory behaviour, with similar mean levels of frequency across both activities and dialogues. However, whilst the majority of evidence from the activities was of metacognitive regulation and skilfulness, that from the dialogues showed more evidence of metacognitive knowledge. It is also suggested that different social contexts may influence children's opportunities to develop and display self-regulation. The use of video data and opportunities for young children to reflect on their activities are suggested as valuable tools for research and pedagogical purposes, and as an effective means of eliciting young children's perspectives on their lives. (Contains 4 tables and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A