The aim of this chapter is to illustrate the opportunities and challenges emerging from the use of video as a tool to capture and analyse children’s developing metacognitive and self-regulatory behaviors in genuine learning contexts. In order to meet this aim, this chapter presents two empirical illustrations concerned with the development of metacognition and self-regulation in preschool and primary school children in the context of authentic learning activities.
|Title of host publication||Interpersonal Regulation of Learning and Motivation|
|Subtitle of host publication||Methodological Advances|
|Editors||Simone Volet, Marja Vauras|
|Place of Publication||London|
|Number of pages||32|
|Publication status||Published - 2013|
Whitebread, D., & Pino-Pasternak, D. (2013). Video analysis of self-regulated learning in social and naturalistic contexts: The case of preschool and primary school children. In S. Volet, & M. Vauras (Eds.), Interpersonal Regulation of Learning and Motivation: Methodological Advances (pp. 1-32). London: Routledge. https://doi.org/10.4324/9780203117736