The preschool classroom as a context for cognitive development: type of teacher feedback and children’s metacognitive control
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| Natura: | Artículo científico |
| Lingua: | en |
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Universidad de Almería
2016
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| _version_ | 1876456258256502784 |
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| author | Liz Muñoz |
| author_facet | Liz Muñoz |
| contents | The preschool classroom as a context for cognitive development: type of teacher feedback and children’s metacognitive control Liz Muñoz Josefina Santa Cruz Psicología Self regulation Teacher feedback Preschool teaching Metacognitive control Introduction. The aim of this work was to determine whether the type of feedback given by the pre school teacher during class impacts the children’s metacognitive control. For this pu r- pose, the children’s behavior was analyzed while teachers provided feedback during collab o- r ative learning sessions. Method. A quasi - experimental, cross - sectional study i ncluded two experimental groups and a control group. The age of participants ranged from 4.8 to 5.3 years old; all of them regularly attended a school located in La Pintana, Santiago, Chile. Their educators were trained in d e- l i very of either self - regulatio n feedback or task/person feedback. While students performed collaborative work related to the Chilean curriculum, educators provided the different types of feedback. A total of 18 learning experiences were videotaped and analyzed using Videograph and SPSS sof t ware. Results. Statistically significant differences were observed between the groups of children that received feedback. A greater number of metacognitive control events were displayed by preschoolers who re ceived self - regulation feedback: in total number of events a nd in number of events representing each of the three dimensions of metacognitive control (planning, mon i- to r ing and evaluation). Discussion and conclusions. Not all feedback modifies the metacognitive control of pr e- schoolers. L ow - cost tr aining in self - regulation feedback and its daily practice equip the pr e- school teacher to be a key facilitator of children’s cognitive development. 2016 artículo científico 1696-2095 https://www.redalyc.org/articulo.oa?id=293144934002 en http://www.redalyc.org/revista.oa?id=2931 Electronic Journal of Research in Educational Psychology application/pdf Universidad de Almería Electronic Journal of Research in Educational Psychology (España) Num.1 Vol.14 |
| format | Artículo científico |
| id | redalyc_293144934002 |
| institution | Redalyc |
| language | en |
| publishDate | 2016 |
| publisher | Universidad de Almería |
| spellingShingle | The preschool classroom as a context for cognitive development: type of teacher feedback and children’s metacognitive control Liz Muñoz Psicología Self regulation Teacher feedback Preschool teaching Metacognitive control The preschool classroom as a context for cognitive development: type of teacher feedback and children’s metacognitive control Liz Muñoz Josefina Santa Cruz Psicología Self regulation Teacher feedback Preschool teaching Metacognitive control Introduction. The aim of this work was to determine whether the type of feedback given by the pre school teacher during class impacts the children’s metacognitive control. For this pu r- pose, the children’s behavior was analyzed while teachers provided feedback during collab o- r ative learning sessions. Method. A quasi - experimental, cross - sectional study i ncluded two experimental groups and a control group. The age of participants ranged from 4.8 to 5.3 years old; all of them regularly attended a school located in La Pintana, Santiago, Chile. Their educators were trained in d e- l i very of either self - regulatio n feedback or task/person feedback. While students performed collaborative work related to the Chilean curriculum, educators provided the different types of feedback. A total of 18 learning experiences were videotaped and analyzed using Videograph and SPSS sof t ware. Results. Statistically significant differences were observed between the groups of children that received feedback. A greater number of metacognitive control events were displayed by preschoolers who re ceived self - regulation feedback: in total number of events a nd in number of events representing each of the three dimensions of metacognitive control (planning, mon i- to r ing and evaluation). Discussion and conclusions. Not all feedback modifies the metacognitive control of pr e- schoolers. L ow - cost tr aining in self - regulation feedback and its daily practice equip the pr e- school teacher to be a key facilitator of children’s cognitive development. 2016 artículo científico 1696-2095 https://www.redalyc.org/articulo.oa?id=293144934002 en http://www.redalyc.org/revista.oa?id=2931 Electronic Journal of Research in Educational Psychology application/pdf Universidad de Almería Electronic Journal of Research in Educational Psychology (España) Num.1 Vol.14 |
| title | The preschool classroom as a context for cognitive development: type of teacher feedback and children’s metacognitive control |
| topic | Psicología Self regulation Teacher feedback Preschool teaching Metacognitive control |
| url | https://www.redalyc.org/articulo.oa?id=293144934002 |