Learning to Learn in Preschool Education: Effects on Later School Achievement

Paour, Jean-Louis; Cèbe, Sylvie; Haywood, H. Carl

doi:10.1891/1945-8959.1.1.2

Cited by 10 publications

(4 citation statements)

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“…Thinking In, Around, and About The Curriculum 245 This is just the briefest possible summary of this body of research. For more detailed reports on the ef®cacy of Bright Start, see Brooks and Haywood (2003), Paour, Ce Ábe and Haywood (2000), Ce Ábe and , Tzuriel, Kaniel, Kanner, and Haywood (1999), and Tzuriel, Kaniel, Zeliger, Friedman, and Haywood (1998). Similar, if not quite so dramatic, data can be assembled with regard to other major programs of cognitive education.…”

Section: Research On the Effectiveness Of Instrumental Enrichment Andmentioning

confidence: 99%

Thinking In, Around, and About The Curriculum: the role of cognitive education

Haywood

2004

International Journal of Disability, Development and Education

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Although everybody agrees that education reform is needed, there is little agreement on the nature of the problems, and certainly not on the remedies; nevertheless, there is a central focus on curriculum issues. Three principal points are addressed in this paper: (a) new approaches in education are urgently needed, (b) new educational approaches require revised concepts of the nature and development of human abilities, and (c) those new concepts must lead inevitably to emphasis on the acquisition, growth, and application of systematic processes of logical thinking, which is to say,``cognitive'' or``metacognitive'' education. The author presents a``transactional perspective'' on human abilities, with three principal components: intelligence, cognitive processes, and intrinsic motivation. Intelligence and cognitive processes differ with respect to their respective sources, their relative modi®ability, their composition, methods of assessment, and the role of parents and teachers in their development. Individual differences in intrinsic motivation are associated with differences in learning effectiveness that are not accounted for by the other two components of the transactional model, which is transactional rather than merely interactive because the ability of any one of the three principal components to in¯uence development of either or both of the other two changes with each effect of one upon another. Two programs of cognitive education, one for preschool children, the other for older children, adolescents, and adults, are described and data are presented showing that systematic classroom application of such programs by well trained teachers can lead to enhancement of cognitive development, intrinsic motivation, and even IQ. Further, relatively long-term evaluative studies demonstrate that there are positive and long-lasting effects of cognitive education on subsequent learning and school achievement.

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Section: Research On the Effectiveness Of Instrumental Enrichment Andmentioning

confidence: 99%

Thinking In, Around, and About The Curriculum: the role of cognitive education

Haywood

2004

International Journal of Disability, Development and Education

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“…Metacognition: self-regulation (cognitive-behavioural and emotional) (Brown, 1987), self-monitoring, self-knowledge, self-appraisal, self-awareness, reflection (on own learning and own mistakes), planning, autonomy, creative thinking, and imagination (Paour, Cèbe & Haywood, 2000;Montroy, Bowles, Skibbe, McClelland & Morrison, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Practices to Foster Learning to Learn in Early Childhood Education: descriptive findings from a qualitative international research project

Guerra¹,

González

León

2020

AULA_ABIERTA

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Aprender a aprender (AaA) es una de las competencias clave en la sociedad del conocimiento. Dada su reconocida importancia, muchos países la han incluido en su currículo nacional. Hasta la fecha, poco se sabe si los docentes promueven dicha competencia en las aulas. Esta investigación exploratoria cualitativa investiga si los docentes de educación infantil de los países participantes favorecen el AaA a través de sus prácticas de enseñanza, identificando similitudes y diferencias entre los países participantes. Los participantes incluyen 23 docentes de educación infantil: 5 en Italia, 4 en México, 10 en España y 4 en Uruguay. Para la recogida de información utilizamos entrevistas semiestructuradas y realizamos análisis de contenidos para identificar los elementos del AaA que son promovidos por los docentes. Para ello, identificamos estos elementos con las dimensiones teóricas de nuestro marco conceptual. Encontramos que los maestros participantes reportan una diversidad de actividades para fomentar esta competencia. La mayoría de las actividades promueven elementos de más de una dimensión del AaA. Sin embargo, se observan diferencias entre países tanto en el predominio de las actividades como en los objetivos pedagógicos que los docentes buscan con ellas. Los participantes en países con un currículo que promueve el AaA (Italia y España) reportan un mayor número de prácticas que favorecen el AaA que los países donde las guías curriculares para promover dicha competencia no existen o no están claras (México y Uruguay).Palabras clave: Aprender a aprender, competencia clave, educación primera infancia, prácticas pedagógicas.

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“…Then, they are taught to verbalize this rule and to use it for regulating the behavior of other children as well as their own behavior (Haywood et al, 1992). This strategy of intervention has turned out to be very efficient for facilitating children’s self-control (see, e.g., Chatelanat & Haywood, 1995; Haywood, 1996; Paour, Cèbe, & Haywood, 1997).…”

Section: Metacognitive Mediation In American Instructional Psychologymentioning

confidence: 99%

Two ways to elaborate Vygotsky's concept of mediation.

Karpov¹,

Haywood²

1998

American Psychologist

Self Cite

136

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I We are aware of the relativity of our distinction between metacognitive and cognitive mediation in Vygotsky's works. This relativity is due partially to the fact that cognitive and metacognitive processes are not clearly differentiated in cognitive science (Brown, 1987) and also because a sharp separation of these processes may not be justifiable. Vygotsky himself did not differentiate explicitly between metacognitive and cognitive mediation. Thus, discussing the acquisition of scientific concepts (the major type of cognitive mediation of school pupils that we analyze in this article), Vygotsky (1934/1988) also pointed out "metacognitive" outcomes of such acquisition: "Reflective consciousness comes to the child through the portals of scientific concepts" (p. 171).

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Learning to Learn in Preschool Education: Effects on Later School Achievement

Cited by 10 publications

References 0 publications

Thinking In, Around, and About The Curriculum: the role of cognitive education

Thinking In, Around, and About The Curriculum: the role of cognitive education

Practices to Foster Learning to Learn in Early Childhood Education: descriptive findings from a qualitative international research project

Two ways to elaborate Vygotsky's concept of mediation.

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