Documentation panels: supporting young children’s self-regulatory and metacognitive abilities
International Journal of Early Years Education, cilt.28, sa.1, ss.63-80, 2020 (ESCI, Scopus)
- 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.