Metacognitive skill development among preschoolers: Exploring the influence of teacher experience, training and school types

Date

2023-10-27

Author

Yapar, Nazlı Berfin
Demircan, Hasibe Özlen

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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Metacognition is regarded as one of the most superior learning skills of the 21st century, with strong relevance in the educational and psychological context (Muawiyah et al., 2019). Studies also presented that children exhibit signs of emergent metacognition at an early age. However, supporting this development is a complicated and challenging process that necessitates persistent dedication and practice. Since children are new to these approaches and methods, they might encounter difficulties or setbacks as they attempt to implement these strategies and skills. Nevertheless, research proposes that the metacognitive skills of children can be enhanced through appropriate adult support (Cassata & French, 2006) and practice (Yasir et al., 2020). However, metacognition is prone to errors, and numerous factors can influence the accuracy of metacognitive processes (Thiede et al., 2003). In the literature, some of these elements, which have an impact on an individual's metacognitive development, were discovered as the individual's gender, the families they are raised, and the educators they are instructed. Although studies have examined how the teacher's instruction affects metacognitive development in children, studies focusing on the impact of teacher-related and school-related factors on preschool children's metacognitive skill development are rare. Consequently, to gain a deeper insight into the influence of teacher and school-related factors, this study investigates the effects of teacher experience, teachers' past courses/seminars, the duration of working with the same students, and school types on metacognitive development.

Subject Keywords

Metacognitive skills, Preschool children, Teacher experience, Early childhood education

URI

https://hdl.handle.net/11511/107625

Collections

Department of Elementary and Early Childhood Education, Conference / Seminar