Early Childhood Teachers’ Ratings of Metacognitive Knowledge and Behavioral Support Strategy Use in Classrooms

Abstract

The purpose of the present study is to investigate if early childhood educators' behavioral supports for young children are associated with their metacognitive knowledge of general problem-solving strategies. A sample of 175 Korean early childhood educators were surveyed regarding their implementation of behavioral support and meta-cognitive knowledge of five problem-solving (free production, analogy, step by step analysis, visualization, and combining) strategies. In general, early childhood educators who reported frequent implementation of general problem-solving strategies and highly evaluated the applicability and benefits of those strategies also reported active implementation of positive and proactive behavioral supports. In contrast, negative reactive behavioral strategy implementation did not have any association with general problemsolving strategies. Among the five strategies, meta-cognitive knowledge of three strategies (step by step analysis, free production, and analogy) were predictors of their use of behavioral supports in natural settings.

Perspective Chapter: Optimizing Metacognitive Knowledge for Holistic Learner Performance

“…The self-awareness fostered by metacognition enables individuals to set personal goals, identify areas for improvement, and take charge of their own development. In this context, metacognition becomes a tool for lifelong learning and personal growth, allowing individuals to adapt and flourish in a dynamic world [10,23].…”

“…Strategic knowledge empowers individuals to select the most suitable methods, techniques, and approaches for different tasks. By leveraging this knowledge, individuals can streamline their learning process, enhance efficiency, and tackle challenges with greater confidence [5,23,24].…”

“…Proficiency in this context encompasses task awareness, discerning the pertinence of varying tasks, methodically delving into task exploration, and ultimately showcasing productive mastery across a spectrum of learning scenarios. Such a Perspective Chapter: Optimizing Metacognitive Knowledge for Holistic Learner Performance DOI: http://dx.doi.org/10.5772/intechopen.113792 multifaceted approach not only enhances the learning process but also underpins diverse forms of exemplary performance [8,11,23].…”

Pengaruh Kepemimpinan Kepala Sekolah Terhadap Kinerja Paud Pada Era New Normal

“…Namun, apabila proses daring diterapkan pada lembaga Pendidikan Anak Usia Dini (PAUD) sangatlah tidak pas untuk melakukan pilihan tersebut. Karena harus ada penataan ulang komponen dalam masalah untuk mendapatkan pola baru serta intervensi berbasis bukti dalam pengaturan PAUD (Kim & Stormont, 2020).…”

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“…It serves as a behavioural characteristic that allows both teachers and students to achieve their goals (Bulut, 2018) Metacognitive knowledge encompasses three areas of information, namely an individual, learning task, and process of learning. These attributes were then known as a person knowledge, task knowledge, and strategic knowledge (Kim & Stormont, 2020). Metacognitive knowledge frequently applies to higher-order thinking skills theory which involves active control of cognitive processing mechanisms (Kozikoglu, 2019).…”