Citations (20)
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Read on this site (9)
Selina L. P. Mushi. (2024) Fostering metacognitive skills in young children. International Journal of Early Years Education 32:1, pages 68-82.
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Hongxia Zhao, Kathryn L. Sharp & Amy Jane Malkus. (2024) Predictors of preschoolers’ classroom engagement: teacher–child interactions, teacher–child relationships, and child’s self-control. Early Child Development and Care 194:1, pages 58-71.
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Qingqing Yang & Kelly M. Purtell. (2023) Preschoolers’ Vocabulary Skills And Inhibitory Control: The Role Of Classroom Engagement. Early Education and Development 34:5, pages 1109-1127.
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Lina Guo. (2022) Teachers’ mediation in students’ development of cognition and metacognition. Asia-Pacific Journal of Teacher Education 50:5, pages 458-473.
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Eleni Tympa, Vasiliki Karavida & Athanasia Siaviki. (2021) “You've Got a Friend in Me”—An Exploratory Study on Greek Parents’ Views on Their Children's Friendships at the Preschool Setting. Child Care in Practice 0:0, pages 1-16.
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Sigrid Brogaard-Clausen & Sue Robson. (2019) Friendships for wellbeing?: parents’ and practitioners’ positioning of young children’s friendships in the evaluation of wellbeing factors. International Journal of Early Years Education 27:4, pages 345-359.
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Liz Sproule, Glenda Walsh & Carol McGuinness. (2019) More than ‘just play’: picking out three dimensions of a balanced early years pedagogy. International Journal of Early Years Education 27:4, pages 409-422.
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Lisha O’Sullivan & Emer Ring. (2018) Play as learning: implications for educators and parents from findings of a national evaluation of school readiness in Ireland. International Journal of Play 7:3, pages 266-289.
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Sue Robson. (2016) Are there differences between children’s display of self-regulation and metacognition when engaged in an activity and when later reflecting on it? The complementary roles of observation and reflective dialogue. Early Years 36:2, pages 179-194.
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Articles from other publishers (11)
Arif Yılmaz, Selda Aras, Ayça Ülker & Figen Şahin. (2021) Reconceptualising the role of the child portfolio in assessment: How it serves for ‘assessment as learning’. Contemporary Issues in Early Childhood 24:4, pages 411-424.
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Julie Digby. (2022) Is music on the wane? A small mixed methods study exploring musical learning in the school reception class in the East of England. British Journal of Music Education 40:1, pages 124-140.
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Antonia Zachariou & David Whitebread. (2021) The relation between early self‐regulation and classroom context: The role of adult presence, the task’s source of initiation, and social context. British Journal of Educational Psychology 92:3, pages 861-880.
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Eleni Kallia, Irini Dermitzaki, Violetta Paraskeva, Fotini Bonoti & Ioulia Nisiotou. (2022) A six months’ prospective study of the relations between children’s self-regulated learning skills and maternal supportive behaviors. Cognitive Development 63, pages 101220.
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Taissa S.S. Fuke & Caitlin E.V. Mahy. (2022) Executive and retrospective memory processes in preschoolers’ prospective memory development. Cognitive Development 62, pages 101172.
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Anar Popandopulo, Nataliia Fominykh & Ainash Kudysheva. (2021) Do educators need metacognitive skills in today's educational environment?. Thinking Skills and Creativity 41, pages 100878.
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Donna Karno & Beth Hatcher. (2019) Building computer supported collaborative learning environments in early childhood classrooms. Educational Technology Research and Development 68:1, pages 249-267.
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Heather E. Branigan & David I. Donaldson. (2019) Learning from learning logs: A case study of metacognition in the primary school classroom. British Educational Research Journal 45:4, pages 791-820.
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Elena Escolano-Pérez, Maria Luisa Herrero-Nivela & M. Teresa Anguera. (2019) Preschool Metacognitive Skill Assessment in Order to Promote Educational Sensitive Response From Mixed-Methods Approach: Complementarity of Data Analysis. Frontiers in Psychology 10.
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Georgia Stephanou & Maria-Helena Mpiontini. (2017) Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects. Psychology 08:12, pages 1941-1975.
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Sue Robson. (2015) Self‐regulation and metacognition in young children: Does it matter if adults are present or not?. British Educational Research Journal 42:2, pages 185-206.
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