This paper reports on observational approaches developed within a UK study to the identification and assessment of metacognition and self-regulation in young children in the 3-5 year age range. It is argued that the development of observational tools, although containing methodological difficulties, allows us to make more valid assessments of children's metacognitive and self-regulatory abilities in this age group. The analysis of 582 metacognitive or self-regulatory videotaped 'events' is described, including the development of a coding framework identifying verbal and non-verbal indicators. The construction of an observational instrument, the Children's Independent Learning Development (CHILD 3-5) checklist, is also reported together with evidence of the reliability with which it can be used by classroom teachers and early indications of its external validity as a measure of metacognition and self-regulation in young children. Given the educational significance of children's development of metacognitive and self-regulatory skills, it is argued that the development of such an instrument is potentially highly beneficial. The establishment of the metacognitive and self-regulatory capabilities of young children by means of the kinds of observational tools developed within this study also has clear and significant implications for models and theories of metacognition and self-regulation. The paper concludes with a discussion of these implications.Keywords Metacognitive development . Self-regulated learning . Observational methods . Young children This paper argues for the efficacy of using observational methods in naturalistic settings in the identification and assessment of metacognition and self-regulation in young children.

The authors present findings from a large 2-year study exploring the development 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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This paper describes a research project currently running in Cambridgeshire Foundation Stage settings exploring the development of independent learning in young children. In the first year the project has explored the work of 16 practitioners working with 3-5 year old children, using a range of methodologies including questionnaires, interviews and reflective dialogues (based on video recordings of particular classroom episodes), reflective journals and child assessment checklists. The development of the range of abilities involved in becoming a self-regulating, independent learner has been conceptualised in terms of research and theory relating to the development of 'metacognitive' abilities and dispositions.It is argued that, while the development of independent learning is generally accepted as an important educational aim, current trends in Primary education which have encouraged a more teacher-directed approach, are not helpful. The paper advances a model of independent learning which is based on developmental psychological research, and presents interim findings from the project which suggest that even our youngest children are capable of considerable independence in their learning. While particular pedagogical techniques and approaches need to be developed, many of these are wellestablished and researched, and can be shown to be effective in fostering independent learning abilities within the Primary school context.

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