crta
Hrvatska znanstvena Sekcija img
bibliografija
3 gif
 Naslovna
 O projektu
 FAQ
 Kontakt
4 gif
Pregledavanje radova
Jednostavno pretraživanje
Napredno pretraživanje
Skupni podaci
Upis novih radova
Upute
Ispravci prijavljenih radova
Ostale bibliografije
Slični projekti
 Bibliografske baze podataka

Pregled bibliografske jedinice broj: 889121

Časopis

Autori: Whitebread, David; Coltman, P.; Pino Pasternak, D.; Sangster, C.; Grau, V.; Bingham, S.; Almeqdad, Q.; Demetriou, D.
Naslov: The development of two observational tools for assessing metacognition and self-regulated learning in young children
Izvornik: Metacognition and Learning (1556-1623) 4 (2009), 1; 63-85
Vrsta rada: članak
Ključne riječi: Metacognitive development ; Self-regulated learning ; Observational methods ; Young children
Sažetak:
This paper reports on observational approaches developed within a UK study to the identification and assessment of metacognition and self-regulation in young children in the 3–5 year age range. It is argued that the development of observational tools, although containing methodological difficulties, allows us to make more valid assessments of children’s metacognitive and self-regulatory abilities in this age group. The analysis of 582 metacognitive or self-regulatory videotaped ‘events’ is described, including the development of a coding framework identifying verbal and non-verbal indicators. The construction of an observational instrument, the Children’s Independent Learning Development (CHILD 3–5) checklist, is also reported together with evidence of the reliability with which it can be used by classroom teachers and early indications of its external validity as a measure of metacognition and self-regulation in young children. Given the educational significance of children’s development of metacognitive and self-regulatory skills, it is argued that the development of such an instrument is potentially highly beneficial. The establishment of the metacognitive and self-regulatory capabilities of young children by means of the kinds of observational tools developed within this study also has clear and significant implications for models and theories of metacognition and self-regulation. The paper concludes with a discussion of these implications.
Izvorni jezik: ENG
Rad je indeksiran u
bazama podataka:
Current Contents Connect (CCC)
Scopus
SCI-EXP, SSCI i/ili A&HCI
Social Science Citation Index (SSCI) (sastavni dio Web of Science Core Collectiona)
Kategorija: Znanstveni
Znanstvena područja:
Psihologija
URL Internet adrese: https://link.springer.com/article/10.1007%2Fs11409-008-9033-1
Broj citata:
Altmetric:
DOI: 10.1007/s11409-008-9033-1
URL cjelovitog teksta:
Google Scholar: The development of two observational tools for assessing metacognition and self-regulated learning in young children
Upisao u CROSBI: Claire Alexandra Sangster Jokić (csangsterjokic@zvu.hr), 25. Kol. 2017. u 15:05 sati



  Verzija za printanje   za tiskati


upomoc
foot_4