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

ARAS S., ERDEN F.

International Journal of Early Years Education, cilt.28, sa.1, ss.63-80, 2020 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 28 Sayı: 1
  • Basım Tarihi: 2020
  • Doi Numarası: 10.1080/09669760.2019.1592743
  • Dergi Adı: International Journal of Early Years Education
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, Academic Search Premier, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, Psycinfo
  • Sayfa Sayıları: ss.63-80
  • Anahtar Kelimeler: Young children, pedagogical documentation, self-regulation, metacognition, PEDAGOGICAL DOCUMENTATION, EXECUTIVE FUNCTION, PARTICIPATION
  • Hacettepe Üniversitesi Adresli: Hayır

Özet

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.