CICPSI, Faculty of Psychology, University of Lisbon, Lisbon, Portugal.
PLoS One. 2024 Mar 21;19(3):e0298759. doi: 10.1371/journal.pone.0298759. eCollection 2024.
Self-regulated learning is a transversal competency which plays a central role in acquiring autonomy. This investigation aimed to support approaches that foster self-regulated learning in preschool. We proposed to improve preschoolers' self-regulated learning strategies (i.e., forethought, performance, and self-reflection) through the educational intervention Pipo and Mia, the magic knights, hypothesizing different results when comparing levels of the program intervention. Participants included 115 preschoolers and their nine teachers. Teachers implemented the program to children, and engaged in professional training simultaneously. Aiming to validate the Dynamic Assessment of Self-regulation in Preschool (DASP) method socially, it was used as children's pre and post-measure, and focus groups were conducted with teachers to assess its validity. Results showed improvements in children's use of strategies, and some significant differences between intervention levels. Teachers highlighted the DASP method potentialities. The study's contributions and constraints are discussed considering implications for practice, research, theory, and policy.
自我调节学习是一种跨领域的能力，在自主性获得中起着核心作用。本研究旨在支持促进学前自我调节学习的方法。我们提出通过教育干预“Pipo 和 Mia，魔法骑士”来提高学前儿童的自我调节学习策略（即预想、表现和自我反思），假设在比较项目干预水平时会有不同的结果。参与者包括 115 名学前儿童及其 9 名教师。教师同时向儿童实施该方案，并参与专业培训。为了使“学前儿童自我调节动态评估”（DASP）方法在社会上得到验证，该方法被用作儿童的前测和后测，并与教师进行了焦点小组讨论，以评估其有效性。结果表明，儿童对策略的运用有所改善，干预水平之间存在一些显著差异。教师强调了 DASP 方法的潜力。考虑到对实践、研究、理论和政策的影响，讨论了研究的贡献和限制。
