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ERIC Number: EJ945692
Record Type: Journal
Publication Date: 2011
Pages: 8
Abstractor: ERIC
Reference Count: 22
ISBN: N/A
ISSN: ISSN-1068-6177
"I Want to Learn My Phone Number": Encourage Young Children to Set Their Own Learning Goals
Warash, Bobbie Gibson; Smith, Keri; Root, Amy
Dimensions of Early Childhood, v39 n2 p12-19 2011
Young children's capabilities continue to be revealed through brain and other scientific research. These advances in knowledge have led to the implementation of more progressive learning experiences in preschool programs. More in-depth explorations accommodate young children's intellect and they help children develop life skills as competent learners. Some preschool programs now emphasize the development of "executive function"--cognitive abilities that enable children to manage their own behavior and planning. These skills include focused attention, planning, self-monitoring, self-regulation, behavior organization, cognitive flexibility, response inhibition, and resistance to interference. For successful futures--in academics and life--these skills need to be developed and strengthened throughout the preschool years. As yet, there are few well-known best classroom practices that encourage the development of young children's executive function. Therefore, the authors developed a teaching strategy to encourage young children to determine their own goals and achieve those goals through self-recording their progress. Children then present their achieved goals to their peers. This article offers suggestions for implementing this teaching strategy in any early childhood setting. (Contains 3 figures.)
Southern Early Childhood Association. P.O. Box 55930, Little Rock, AR 72215. Tel: 800-305-7322; Fax: 501-227-5297; e-mail: info@southernearlychildhood.org; Web site: http://www.southernearlychildhood.org/publications.php
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Preschool Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: West Virginia