Development of metacognition and self-regulated in young children

Role of collaborative and peer-assisted learning

David Whitebread, Sue Bingham, Valeska Grau, Deborah PINO PASTERNAK, Claire Sangster

Research output: Contribution to journalArticle

Abstract

The authors present findings from a large 2-year study exploring the develop-ment of self-regulatory and metacognitive abilities in young children (aged 3 to 5 years) in educational naturalistic settings in the United Kingdom (English Nursery and Reception classrooms). Three levels of analysis were conducted based on observational codings of categories of metacognitive and self-regulatory behaviors. These analyses supported the view that, within the 3- to 5-year age range, there was extensive evidence of metacognitive behaviors that occurred most frequently during learning activities that were initiated by the children, involved them in working in pairs or small groups, unsupervised by adults, and that involved extensive collaboration and talk (i.e., learning contexts that might be characterized as peer-assisted learning). Relative to working individually or in groups with adult support, children in this age range working in unsupervised small groups showed more evidence of metacognitive monitoring and control. Relative to children in supervised groups, they also showed more evidence of “other” and “shared” regulation. The implications for research, theory, and educational practice are discussed.
Original languageEnglish
Pages (from-to)433-455
Number of pages23
JournalJournal of Cognitive Education and Psychology
Volume6
Issue number3
DOIs
Publication statusPublished - 2007
Externally publishedYes

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Cite this

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abstract = "The authors present findings from a large 2-year study exploring the develop-ment of self-regulatory and metacognitive abilities in young children (aged 3 to 5 years) in educational naturalistic settings in the United Kingdom (English Nursery and Reception classrooms). Three levels of analysis were conducted based on observational codings of categories of metacognitive and self-regulatory behaviors. These analyses supported the view that, within the 3- to 5-year age range, there was extensive evidence of metacognitive behaviors that occurred most frequently during learning activities that were initiated by the children, involved them in working in pairs or small groups, unsupervised by adults, and that involved extensive collaboration and talk (i.e., learning contexts that might be characterized as peer-assisted learning). Relative to working individually or in groups with adult support, children in this age range working in unsupervised small groups showed more evidence of metacognitive monitoring and control. Relative to children in supervised groups, they also showed more evidence of “other” and “shared” regulation. The implications for research, theory, and educational practice are discussed.",
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Development of metacognition and self-regulated in young children : Role of collaborative and peer-assisted learning. / Whitebread, David; Bingham, Sue ; Grau, Valeska; PINO PASTERNAK, Deborah; Sangster, Claire.

In: Journal of Cognitive Education and Psychology, Vol. 6, No. 3, 2007, p. 433-455.

Research output: Contribution to journalArticle

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AU - PINO PASTERNAK, Deborah

AU - Sangster, Claire

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AB - The authors present findings from a large 2-year study exploring the develop-ment of self-regulatory and metacognitive abilities in young children (aged 3 to 5 years) in educational naturalistic settings in the United Kingdom (English Nursery and Reception classrooms). Three levels of analysis were conducted based on observational codings of categories of metacognitive and self-regulatory behaviors. These analyses supported the view that, within the 3- to 5-year age range, there was extensive evidence of metacognitive behaviors that occurred most frequently during learning activities that were initiated by the children, involved them in working in pairs or small groups, unsupervised by adults, and that involved extensive collaboration and talk (i.e., learning contexts that might be characterized as peer-assisted learning). Relative to working individually or in groups with adult support, children in this age range working in unsupervised small groups showed more evidence of metacognitive monitoring and control. Relative to children in supervised groups, they also showed more evidence of “other” and “shared” regulation. The implications for research, theory, and educational practice are discussed.

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