Integrating metacognition and executive function to enhance young children’s perception of and agency in their learning

Marulis, Loren M.; Baker, Sara; Whitebread, David

doi:10.1016/j.ecresq.2018.12.017

Cited by 46 publications

(41 citation statements)

References 72 publications

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“…Teachers using smart pedagogy as the learning strategy with the steps: (1) create appropriate technology at daycare (2) provide the learning environment in daycare with rules, sign and picture/posters that can guide children to develop their self-regulation ability.…”

Section: The Results Of the Overall Percentage Of Individual Valuesmentioning

confidence: 99%

“…Therefore, Daycare should be involved in smart pedagogy through stimulation activities that emphasize overall learning with the main focus on developing life skills and thinking skills. In this case, thinking skills are part of the area of selfregulation contained in an explanation of the "central cognitive element of self-regulation" [2], namely, there are three areas of self-regulation: metacognitive, metacognitive regulation and emotional regulation/motivation. Metacognitive knowledge refers to what people know about their cognition (individual knowledge about personal variables, task variables and strategy variables that affect their cognitive performance).…”

Section: Introductionmentioning

confidence: 99%

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The Improvement Self-Regulation of Children Aged 5–6 Years Through Activities in a Mini Garden

Rachmawaty¹,

Warid²

2020

Proceedings of the International Conference on Learning Innovation 2019 (ICLI 2019)

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Children's self-regulation is built from environmental support. This research is motivated by the lack of teacher knowledge in designing smart pedagogy as a learning strategy. This affects the ability of selfregulation in children who are still low in daycare, this is known as preliminary information for researchers with the results of discussions with parents on daycare about the child's ability to control themselves and organize themselves in the scope of simple daily tasks. Then the researchers also obtained observations through documents that showed the teacher also did not design learning strategies that were good enough to improve the ability of self-regulation in the design of routine activities on the daily activity sheet. Even gardening is limited to playing in the yard and there are no specific learning goals. Some daycare centers make mini-gardens, but are not designed as daily programs that can be integrated with self-management skills. The stages of the implementation of the Mini Garden provide rules and allow children to explore and practice self-regulation. The function of Mini Garden is not only as a vacant lot in daycare. This study was designed on an action research model, which was created by testing Cycle 1 and Cycle 2 to find out whether the Mini Garden that has been created makes self-regulation in 30 children increase, the instrument used in this study is through observation and data checklist using self-indicators-regulation children aged 5-6 years. The indicators used are derived from the development of aspects of self-regulation, namely attention regulation, emotion regulation, and behavior regulation, which are used in the stages of mini garden activities and visualized through poster regulations for mini garden activities. The results showed that in the second cycle there was an increase in children's self-regulation ability to 84.3%, which was previously only 42.9%.

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Section: The Results Of the Overall Percentage Of Individual Valuesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Improvement Self-Regulation of Children Aged 5–6 Years Through Activities in a Mini Garden

Rachmawaty¹,

Warid²

2020

Proceedings of the International Conference on Learning Innovation 2019 (ICLI 2019)

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“…The work led by Dr Sara Baker has resulted in a number of publications focusing on the place of executive functions and self-regulation in children's play and learning (e.g. Baker, in press;Baker & Perry, in press;Marulis, Baker, & Whitebread, 2020) as well as perspectives on play from non-Western cultures (Avornyo & Baker, 2018).…”

Section: A Brief Update On the Centre For Research On Play In Educatimentioning

confidence: 99%

Participant engagement with play research – examples and lessons learned from the Centre for Play in Education, Development and Learning

Blaskova

Courtois

Baker

et al. 2020

International Journal of Play

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“…Metacognitive knowledge has shown to be associated with 6-to 10-year-old students' text comprehension evaluated through listening and reading (Annevirta et al, 2007;Leppänen, Aunola, Niemi, & Nurmi, 2008;van Kraayenoord, Beinicke, Schlagmuller, & Schneider, 2012), and the facilitating role of metacognitive knowledge among proficient readers is clear (Pressley & Gaskins, 2006). Annevirta and Vauras (2001) as well as Marulis, Palincsar, Berhenke, and Whitebread (2016) have shown that preschool-aged children and kindergartners already have metacognitive knowledge (for a review of recent studies, see Marulis, Baker, & Whitebread, 2020). Empirical findings also suggest that a high level of metacognitive knowledge from kindergarten to Grade 2 is linked to better self-regulatory skills such as self-guided speech and comprehension monitoring (Annevirta & Vauras, 2006).…”

Section: Predicting the Development Of Narrative Picture Book Comprehmentioning

confidence: 99%

Vocabulary, metacognitive knowledge and task orientation as predictors of narrative picture book comprehension: from preschool to grade 3

et al. 2020

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This is a study of early picture book comprehension, its determinants and later development through primary school. More specifically, picture book comprehension was analyzed longitudinally from age 5 to age 9, delineating the unique contributions of vocabulary, metacognitive knowledge and task orientation to the initial level as well as to the growth of comprehension. A total of 90 Finnish-speaking children participated in the study. The children's narrative picture book comprehension was assessed at age 5, age 6 and age 9. Vocabulary, metacognitive knowledge and task orientation were evaluated at age 5. Latent growth curve modeling showed a pattern of decreasing achievement gaps in narrative picture book comprehension. Vocabulary and metacognitive knowledge uniquely contributed to the concurrent level of narrative picture book comprehension. The results further showed that metacognitive knowledge and task orientation were positive and statistically significant predictors of the growth of picture book comprehension over and above the initial level of narrative picture book comprehension. These findings add to our knowledge about the development of inter-individual differences in narrative picture book comprehension and the roles of vocabulary, metacognitive knowledge and task orientation in it. They also suggest a novel way to assess the narrative comprehension potential among students with compromised working memory or decoding ability.

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Integrating metacognition and executive function to enhance young children’s perception of and agency in their learning

Cited by 46 publications

References 72 publications

The Improvement Self-Regulation of Children Aged 5–6 Years Through Activities in a Mini Garden

The Improvement Self-Regulation of Children Aged 5–6 Years Through Activities in a Mini Garden

Participant engagement with play research – examples and lessons learned from the Centre for Play in Education, Development and Learning

Vocabulary, metacognitive knowledge and task orientation as predictors of narrative picture book comprehension: from preschool to grade 3

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