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Fostering metacognitive skills in young children.

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Title: Fostering metacognitive skills in young children.
Authors: Mushi, Selina L. P.1 S-Mushi@neiu.edu
Source: International Journal of Early Years Education. Mar2024, Vol. 32 Issue 1, p68-82. 15p.
Subject Terms: *Preschool children, *Cognitive ability, *Early childhood education, Metacognition in children, Time series analysis
Abstract: This research report is on fostering young children's metacognitive skills. The study was conducted at a private early childhood education center in a Midwestern city in the United States in 2020. The design of the study was a mixed approach including Time Series experimentation, naturalistic observation, and interviews. Children aged 3–4 years were exposed in alternate weeks to pre-read-aloud prompts which engaged them in their own thinking about the story that was about to be read to them. The children tried to make predictions about the story before the story was read. After the story was read, the children were assessed on their abilities to think about what their thoughts and predictions were before the story was read aloud to them. Data were collected for a total of 11 weeks from two large groups of 20 children each, and one small group of 6 children. Comparison of the data revealed systematic differences between the treatment and non-treatment weeks. During the treatment weeks, more preschoolers experienced thought loop-backs, indicating some connection to their predictions. The results are discussed and implications for further research are drawn. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Early Years Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Fostering metacognitive skills in young children.
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  Data: <searchLink fieldCode="AR" term="%22Mushi%2C+Selina+L%2E+P%2E%22">Mushi, Selina L. P.</searchLink><relatesTo>1</relatesTo><i> S-Mushi@neiu.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Early+Years+Education%22">International Journal of Early Years Education</searchLink>. Mar2024, Vol. 32 Issue 1, p68-82. 15p.
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  Data: *<searchLink fieldCode="DE" term="%22Preschool+children%22">Preschool children</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition+in+children%22">Metacognition in children</searchLink><br /><searchLink fieldCode="DE" term="%22Time+series+analysis%22">Time series analysis</searchLink>
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  Data: This research report is on fostering young children's metacognitive skills. The study was conducted at a private early childhood education center in a Midwestern city in the United States in 2020. The design of the study was a mixed approach including Time Series experimentation, naturalistic observation, and interviews. Children aged 3–4 years were exposed in alternate weeks to pre-read-aloud prompts which engaged them in their own thinking about the story that was about to be read to them. The children tried to make predictions about the story before the story was read. After the story was read, the children were assessed on their abilities to think about what their thoughts and predictions were before the story was read aloud to them. Data were collected for a total of 11 weeks from two large groups of 20 children each, and one small group of 6 children. Comparison of the data revealed systematic differences between the treatment and non-treatment weeks. During the treatment weeks, more preschoolers experienced thought loop-backs, indicating some connection to their predictions. The results are discussed and implications for further research are drawn. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Early Years Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/09669760.2023.2208609
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      – Code: eng
        Text: English
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      – SubjectFull: Preschool children
        Type: general
      – SubjectFull: Cognitive ability
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      – SubjectFull: Early childhood education
        Type: general
      – SubjectFull: Metacognition in children
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      – SubjectFull: Time series analysis
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              Text: Mar2024
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