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

Date

2020-01-01

Author

Aras, Selda
Erden, Feyza

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

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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.

Subject Keywords

Education, Developmental and Educational Psychology

URI

https://hdl.handle.net/11511/41465

Journal

International Journal of Early Years Education

DOI

https://doi.org/10.1080/09669760.2019.1592743

Collections

Department of Elementary and Early Childhood Education, Article

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Citation Formats

S. Aras and F. Erden, “Documentation panels: supporting young children’s self-regulatory and metacognitive abilities,” International Journal of Early Years Education, pp. 63–80, 2020, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/41465.