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

Aras, Selda
Erden, Feyza
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.
International Journal of Early Years Education


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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: