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Very young children’s reflections as indicators of metacognition.

ROWE, HELEN (2018) Very young children’s reflections as indicators of metacognition. Doctoral thesis, Durham University.

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This study explored the relationship between young children’s reflections and their metacognitive knowledge (MCK). Whist there is reluctance to accept that metacognition and reflection are skills possessed by young children, the Early Years (which is the context of this research) is considered to be crucial in determining a range of outcomes for children and the foci for many early intervention practices. The objective of this mixed methods research was to examine young children’s reflections qualitatively and using quantitative data to explore whether any relationships exist between their reflections and their metacognitive knowledge. Initial findings from the analysis show that these children reflected on a range of different topics, in different dimensions of time and possibly used different styles of reflection. Their reflections contained categories of metacognitive knowledge behaviour, especially metacognitive knowledge of self. Findings also appear to suggest that differences between children’s reflections on objects and their metacognitive knowledge behaviour may not be explained by chance.

Item Type:Thesis (Doctoral)
Award:Doctor of Education
Faculty and Department:Faculty of Social Sciences and Health > Education, School of
Thesis Date:2018
Copyright:Copyright of this thesis is held by the author
Deposited On:30 May 2018 08:29

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