Making learning visible

The role of language in the development of metacognition and self-regulation in young children

David Whitebread, Deborah PINO PASTERNAK, Penny Coltman

Research output: A Conference proceeding or a Chapter in BookChapter

Abstract

This ground-breaking handbook provides a much-needed, contemporary and authoritative reference text on young children’s thinking. The different perspectives represented in the thirty-nine chapters contribute to a vibrant picture of young children, their ways of thinking and their efforts at understanding, constructing and navigating the world. The Routledge International Handbook of Young Children’s Thinking and Understanding brings together commissioned pieces by a range of hand-picked influential, international authors from a variety of disciplines who share a high public profile for their specific developments in the theories of children’s thinking, learning and understanding.
The handbook is organised into four complementary parts:
• How can we think about young children’s thinking?: Concepts and contexts
• Knowing about the brain and knowing about the mind
• Making sense of the world
• Documenting and developing children’s thinking
Supported throughout with relevant research and case studies, this handbook is an international insight into the many ways there are to understand children and childhood paired with the knowledge that young children have a strong, vital, and creative ability to think and to understand, and to create and contend with the world around them.
Original languageEnglish
Title of host publicationThe Routledge International Handbook of Young Children’s Thinking and Understanding
EditorsSue Robson, Suzanne Flannery Quinn
Place of PublicationAbingdon, UK
PublisherRoutledge
Chapter17
Pages199-214
Number of pages16
Edition1
ISBN (Electronic)9781315746043
ISBN (Print)9780415814627
DOIs
Publication statusPublished - 2015

Publication series

NameThe Routledge International Handbook Series
PublisherRoutledge

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Whitebread, D., PINO PASTERNAK, D., & Coltman, P. (2015). Making learning visible: The role of language in the development of metacognition and self-regulation in young children. In S. Robson, & S. Flannery Quinn (Eds.), The Routledge International Handbook of Young Children’s Thinking and Understanding (1 ed., pp. 199-214). (The Routledge International Handbook Series). Abingdon, UK: Routledge. https://doi.org/10.4324/9781315746043