Tungalag Orosoo
Hulunbuir University.
Psychological Department, School of Education studies, Mongolian State University of Education.
Health Psychol Res. 2024 Sep 1;12:120366. doi: 10.52965/001c.120366. eCollection 2024.
Learning involves numerous self-regulatory processes, and self-regulated learning includes a few metacognitive strategies. Metacognitive skills start to develop at a very young age, though preschool children face some challenges while using metacognitive strategies.
The study primarily aims to explore how young students are using metacognitive strategies in their daily activities and how effective they are.
The sample of the study is 15 students from a public kindergarten in China, with ages ranging from 3 years to 6 years. The investigation is qualitative in nature and has employed a case study research design. It involves an observational study along with an interview with the teachers.
From observational data and content analysis of the interviews, it is revealed that young children do use metacognitive strategies in their regular class activities, which vary according to their age. Teachers' support is found to be essential, especially for this age group of children, for effective use of these strategies. Moreover, it is also seen that metacognitive strategies are also important in developing social skills among young children.
Consequently, the findings of this research have significant implications, especially for the teachers and parents who support the children and use metacognitive interventions for their holistic development.
学习涉及众多自我调节过程，自我调节学习包括一些元认知策略。元认知技能在很小的时候就开始发展，尽管学龄前儿童在使用元认知策略时面临一些挑战。
该研究主要旨在探讨年幼学生在日常活动中如何使用元认知策略以及这些策略的有效性如何。
该研究的样本是来自中国一所公立幼儿园的15名学生，年龄在3岁至6岁之间。调查本质上是定性的，并采用了案例研究设计。它包括一项观察研究以及对教师的访谈。
从观察数据和访谈的内容分析中可以看出，幼儿在日常课堂活动中确实会使用元认知策略，且这些策略因年龄而异。发现教师的支持至关重要，特别是对于这个年龄段的儿童有效使用这些策略而言。此外，还可以看出元认知策略在幼儿社交技能发展中也很重要。
因此，本研究的结果具有重要意义，特别是对于支持儿童并使用元认知干预促进其全面发展的教师和家长而言。
