Development and evaluation of metacognition in early childhood education

Chatzipanteli, Athanasia; Grammatikopoulos, Vasilis; Gregoriadis, Athanasios

doi:10.1080/03004430.2013.861456

Cited by 77 publications

(68 citation statements)

References 37 publications

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“…The research has also identified the importance of a pause for reflection in young children, as a feature that may suggest the development of abstract thinking. After the young children paused to think about their action, their block construction became more complex and more refined, suggesting that their spontaneous reflection is connected with the development of abstract thinking (Aubrey, Ghent and Kanira 2012;Chatzipanteli, Grammatikopoulos and Gregoriadis 2013;Taggart and Ridley 2005). As in the case of these young children, they require time and space to complete their play, and to feel that they have been in control of their own play.…”

Section: Resultsmentioning

confidence: 99%

Understanding and supporting block play: Video observation research on preschoolers’ block play to identify features associated with the development of abstract thinking

Otsuka

Jay

2016

Early Child Development and Care

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This article reports on a study conducted to investigate the development of abstract thinking in preschool children (ages from 3 years to 4 years old) in a nursery school in England. Adopting a social influence approach, the researcher engaged in 'close listening' to document children's ideas expressed in various representations through video observation. The aim was to identify behaviours connected with features of the functional dependency relationshipa cognitive function that connects symbolic representations with abstract thinking.The article presents three episodes to demonstrate three dominating features, which are i) child/child sharing of thinking and adult and child sharing of thinking; ii) pause for reflection; and iii) satisfaction as a result of self-directed play. These features were identified as signs of learning, and were highlighted as phenomena that can help practitioners to understand the value of quality play and so provide adequate time and space for young children and plan for a meaningful learning environment. The study has also revealed the importance of block play in promoting abstract thinking.

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Section: Resultsmentioning

confidence: 99%

Understanding and supporting block play: Video observation research on preschoolers’ block play to identify features associated with the development of abstract thinking

Otsuka

Jay

2016

Early Child Development and Care

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“…Children's capacity for metacognition seems to increase when the tasks are enjoyable (Chatzipanteli, Grammatikopoulos, and Gregoriadis 2013). Existing research in physical education supports the notion that the key ingredient in game-centred approaches is fun, primarily because students are playing the actual game, rather than participating in technical components or drills (Bengoechea, Strean, and Williams 2004).…”

Section: Introductionmentioning

confidence: 97%

“…There is a notion that metacognition is teachable and fundamental forms of it could be developed after the age of three (Chatzipanteli, Grammatikopoulos, and Gregoriadis 2013). Cheng (1993) claims that metacognition could be developed in all school subjects through appropriate educational experiences.…”

Section: Introductionmentioning

confidence: 99%

A tactical-game approach and enhancement of metacognitive behaviour in elementary school students

Chatzipanteli

Digelidis

Karatzoglidis

et al. 2014

Physical Education and Sport Pedagogy

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Background: 'Teaching games for understanding' (TGfU) is a tactical-game approach to teaching, in which participants are learning via the processes intrinsic to the games themselves. Purpose: The aim of the study was to examine the effectiveness of a tactical-game model in promoting metacognitive behaviour in elementary-school students. Participants and settings: Seventy-one students aged 11 -12 years were randomly assigned to an experimental group (13 boys and 16 girls) and a control group (19 boys and 23 girls). Research design: Teachers in the intervention classes applied the tactical-game approach (TGfU) in teaching volleyball. Within the control group, the technique-focus approach was applied. Data collection: Metacognitive behaviour was assessed pre and post-intervention via think-aloud protocols. Descriptive statistics showed that students from the experimental group made appreciable gains in metacognitive behaviour. Previous to the intervention programme 5.63% of students were categorized as high level in terms of metacognitive behaviour. After the intervention programme 22.53% were categorized at high level. Conclusions:The results imply that the tactical-game approach could improve metacognitive behaviour in physical education classes in elementary school.

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“…These frameworks have informed studies into students' metacognitive development [1]. Interest in the study of metacognition reappeared in recent years in line with the need to develop the profiles of students capable of coping with future challenges [10,12,13]. This highlights the importance of metacognition in regulating and controlling learning [14][15][16].…”

Section: Introductionmentioning

confidence: 99%

Digital Teaching Materials and Their Relationship with the Metacognitive Skills of Students in Primary Education

2020

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Metacognition is a construct that is noteworthy for its relationship with the prediction and enhancement of student performance. It is of interest in education, as well as in the field of cognitive psychology, because it contributes to competencies, such as learning to learn and the understanding of information. This study conducted research at a state school in the Community of Madrid (Spain) with a sample of 130 students in Grade 3 of their primary education (8 years old). The research involved the use of a digital teaching platform called Smile and Learn, as the feedback included in the digital activities may have an effect on students’ metacognition. We analyzed the implementation of the intelligent platform at school and the activities most commonly engaged in. The Junior Metacognitive Awareness Inventory (Jr. MAI) was the measuring instrument chosen for the external evaluation of metacognition. The study’s results show a higher use of logic and spatial activities. A relationship is observed between the use of digital exercises that have specific feedback and work on logic and visuospatial skills with metacognitive knowledge. We discuss our findings surrounding educational implications, metacognition assessment, and recommendations for improvements of the digital materials.

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Development and evaluation of metacognition in early childhood education

Cited by 77 publications

References 37 publications

Understanding and supporting block play: Video observation research on preschoolers’ block play to identify features associated with the development of abstract thinking

Understanding and supporting block play: Video observation research on preschoolers’ block play to identify features associated with the development of abstract thinking

A tactical-game approach and enhancement of metacognitive behaviour in elementary school students

Digital Teaching Materials and Their Relationship with the Metacognitive Skills of Students in Primary Education

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