Documentation panels: supporting young children’s self-regulatory and metacognitive abilities


ARAS S., ERDEN F.

International Journal of Early Years Education, vol.28, no.1, pp.63-80, 2020 (Peer-Reviewed Journal) identifier identifier

  • Publication Type: Article / Article
  • Volume: 28 Issue: 1
  • Publication Date: 2020
  • Doi Number: 10.1080/09669760.2019.1592743
  • Journal Name: International Journal of Early Years Education
  • Journal Indexes: Emerging Sources Citation Index, Scopus, Academic Search Premier, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, Psycinfo
  • Page Numbers: pp.63-80
  • Keywords: Young children, pedagogical documentation, self-regulation, metacognition, PEDAGOGICAL DOCUMENTATION, EXECUTIVE FUNCTION, PARTICIPATION

Abstract

It is thought that our behavioural, social and intellectual development is fostered in early childhood alongside the acquisition of metacognitive and self-regulatory abilities. This qualitative investigation reports on how 11 children applied these skills via pedagogical documentation. Participant observation and interviews were used to gather data through documentation panel activities over a period of seven weeks. Data were coded and analysed with reference to the Cambridge Independent Learning (C.Ind.Le) framework. In this way, a specific application of a pedagogical documentation process was observed for evidence of how sharing time sessions and reflective dialogues with documentation panels supported children's use of self-regulatory and metacognitive abilities.