An investigation of the stability and variability in young children's self-regulated learning behaviors in kindergarten

Neitzel, Carin; Connor, Lisa A.

doi:10.1080/00220671.2016.1190914

Cited by 2 publications

(2 citation statements)

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“…At the policy level, it should be highlighted that preschool is a cycle of education where learning goals can be promoted according to children’s characteristics and personal interests because there is time and flexibility [ 2 , 8 , 9 ]. In this study, plastic and ecological educational resources were made available which can support SRL approaches where the individual development can be respected [ 63 ].…”

Section: Discussionmentioning

confidence: 99%

“…Self-regulated learning (SRL) development in preschool is a relevant research field and some work has been devoted to the topic [1][2][3]. However, more investigation is needed considering children's specificities, and the current social and educational challenges, underlying the need for policy makers, program leaders and professional development providers to ensure resources that support teachers and, ultimately, help students be more active and autonomous in their learning process [4,5].…”

Section: Promoting Self-regulated Learning In Preschoolmentioning

confidence: 99%

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Fostering self-regulated learning in preschool through dynamic assessment methodologies

Silva Moreira,

Costa Ferreira,

Veiga Simão

2024

PLoS ONE

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Self-regulated learning is a transversal competency which plays a central role in acquiring autonomy. This investigation aimed to support approaches that foster self-regulated learning in preschool. We proposed to improve preschoolers’ self-regulated learning strategies (i.e., forethought, performance, and self-reflection) through the educational intervention Pipo and Mia, the magic knights, hypothesizing different results when comparing levels of the program intervention. Participants included 115 preschoolers and their nine teachers. Teachers implemented the program to children, and engaged in professional training simultaneously. Aiming to validate the Dynamic Assessment of Self-regulation in Preschool (DASP) method socially, it was used as children’s pre and post-measure, and focus groups were conducted with teachers to assess its validity. Results showed improvements in children’s use of strategies, and some significant differences between intervention levels. Teachers highlighted the DASP method potentialities. The study’s contributions and constraints are discussed considering implications for practice, research, theory, and policy.

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Section: Discussionmentioning

confidence: 99%