Pedagogical documentation practices and young children's self-regulation & metacognition /

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Date

2017

Author

Aras, Selda

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The aim of the study is to explore the role of pedagogical documentation practices on young children's self-regulatory and metacognitive abilities. It is critical to develop metacognitive and self-regulatory abilities in early years for behavioral, social and intellectual development. The learning environment suggested by pedagogical documentation meets the required conditions to support self-regulation and metacognition of children. Thus, this study aimed to bring those two closely related concepts together and investigate self-regulation and metacognition through pedagogical documentation process. Participant observation and interviews were used to gather data in the study. 11 children participated in the study. Sharing times through documentation tools were videotaped to capture children's self-regulation and metacognition. Reflective dialogues that were conducted after these sharing times with children were audiotaped. The data were coded and analyzed by using the Cambridge Independent Learning (C.Ind.Le) framework. The role of documentation on children's self-regulatory and metacognitive abilities are presented in a detailed and rich manner by using qualitative research design.

Subject Keywords

Teaching, Education, Elementary., Child development., Child psychology., Learning ability., Metacognition.

URI

http://etd.lib.metu.edu.tr/upload/12620798/index.pdf
https://hdl.handle.net/11511/26313

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Graduate School of Social Sciences, Thesis

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Citation Formats

S. Aras, “Pedagogical documentation practices and young children’s self-regulation & metacognition /,” Ph.D. - Doctoral Program, Middle East Technical University, 2017.