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Thinking about Kindergarten thinking: A mixed methods study.

Heather Braund1

  • 1Faculty of Education, Queen's University, Kingston, ON, Canada.

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Summary
This summary is machine-generated.

Early years educators struggle to develop metacognition in young children due to incomplete understanding and classroom barriers. This study offers practical strategies for Kindergarten teachers to foster metacognitive skills, despite no significant change in educator ratings.

Keywords:
Kindergartenearly yearsmetacognitionself-regulationteacher

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Area of Science:

  • Educational Psychology
  • Early Childhood Education

Background:

  • Metacognition, or 'thinking about thinking,' is crucial for academic success.
  • Developing metacognitive behaviors in early years is vital but under-researched.
  • Existing literature predominantly focuses on metacognition in later academic grades.

Purpose of the Study:

  • To explore metacognition development in Kindergarten classrooms.
  • To identify educators' conceptualizations, barriers, and strategies related to metacognition.
  • To provide empirical practices for facilitating metacognitive thinking in young learners.

Main Methods:

  • Mixed methods study involving eight Kindergarten classrooms.
  • Participants: 8 teachers, 6 early childhood educators (ECEs), and 80 students.
  • Data collection: Children's Independent Learning Development (CHILD) measure, interviews, classroom observations over 12 weeks; quantitative data analyzed with paired samples t-test, qualitative data thematically.

Main Results:

  • Participants exhibited incomplete conceptualizations of metacognition, with some understanding only the literal definition.
  • Identified barriers included large class sizes, developmental readiness, and varied student abilities.
  • No significant changes were observed in teacher or ECE ratings on the CHILD measure from Time 1 to Time 2.

Conclusions:

  • Early years educators face challenges in fostering metacognition due to conceptual gaps and practical barriers.
  • Educators are actively employing strategies despite incomplete understanding.
  • There is a need for enhanced support for Kindergarten educators through explicit strategies and examples to develop students' metacognitive thinking.