Improving young children’s self-regulated learning using a combination of direct and indirect interventions

Dynamic assessment of self-regulated learning in preschool

“…The high content validity of the method, provided by the strong conceptual framework (Zimmerman, 2013), reinforces its reliability to assess SRL processes and strategies. The fact that the SRL was considered, both in the specificities of each phase and in its cyclic functioning as a whole, may have allowed children to get a higher conscience of the strategies mobilized, thus, contributing to a growing metacognitive awareness (Bryce & Whitebread, 2012;Dörr & Perels, 2020;Perry, 2019). We aimed to validate a measure that is adequate for preschool children, considering the lack of instruments adapted for 5 year-old children (Jacob, Benick, Dörrenbächer, & Perels, 2020;McClelland & Cameron, 2012).…”

Promoting self-regulated learning in preschoolers

“…Different specific learning strategies are assigned to these phases. For preschoolers, we propose an adapted version of Zimmerman's (2000) model which contains SRL learning strategies appropriate to the stage of development (Dörr & Perels, 2019b; see figure 1, Jacob, Dörrenbächer, & Perels, 2019). The SRL learning strategies which should be considered favourably in the intervention for preschoolers are: using prior knowledge, definition of goals, self-efficacy, keeping breaks and selfmotivation, dealing with deflectors, monitoring, causal attribution and reflection.…”

“…The researchers used a two-level intervention approach and found an improvement in specific metacognitive 'control activities' at the child level. In a second study, Dörr and Perels (2019b) examined the efficacy of a combination of an indirect SRL intervention (fostering reference persons) and a direct SRL intervention (fostering preschoolers) and could not find a significant intervention benefit concerning preschoolers' SRL performance.…”

“…Only a few _____________ 1 Saarland University, Department of Educational Science, 66123 Saarbrücken, Germany, lisa.jacob@uni-saarland.de, https://orcid.org/0000-0003-3251-2257 2 Saarland University, Department of Educational Science, 66123 Saarbrücken, Germany, manuela.benick@uni-saarland.de, https://orcid.org/0000-0002-7040-9448 3 Saarland University, Department of Educational Science, 66123 Saarbrücken, Germany, s.doerrenbaecher@googlemail.com, https://orcid.org/0000-0003-4054-5016 4 Saarland University, Department of Educational Science, 66123 Saarbrücken, Germany, f.perels@mx.uni-saarland.de, https://orcid.org/0000-0002-8594-1031 studies so far have already considered preschoolers as addressees of SRL intervention research (e.g. Dörr & Perels, 2019b;Perels, Merget-Kullmann, Wende, Schmitz, & Buchbinder, 2009). More research is therefore needed, because preschoolers are in a particularly sensitive stage for the acquisition of SRL.…”

Preschool Teachers Promotion of Self-Regulated Learning in the Classroom and Role of Contextual and Teacher-Level Factors

“…Several intervention studies reported gains in young children's SRL when supported by the teachers (Dörr & Perels, 2019b;Perels, et al 2008;). Findings mostly obtained from observational studies revealed that in the learning environments where; activities were child-centred (Stipek, et al 1995), complex tasks were presented (Perry & Vandekamp, 2000;Whitebread, et al 2009), children were allowed to choose the difficulty level of the tasks (Perry & Vandekamp, 2008), the assessments were non-threatening (Perry & Vandekamp, 2000), opportunities for peer and small group work activities were presented, child-initiated, independent activities were supported (Nietzel & Connor, 2017;Whitebread, et al, 2009), children were encouraged to articulate their thinking processes (Whitebread & Coltman, 2010) and a warm teacherchild relationship were established (Perry, 1998;Perry & Vandekamp, 2008;Whitebread & Coltman, 2010).…”