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Early Years
An International Research Journal
Volume 31, 2011 - Issue 3: Research into practice and practitioner research: innovative work in the field of early childhood education in New Zealand
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Articles

Young children reflecting on their learning: teachers’ conversation strategies

Margaret Carr University of Waikato, Hamilton, New ZealandCorrespondence[email protected]
Pages 257-270 | Received 14 Mar 2011, Accepted 09 Aug 2011, Published online: 14 Sep 2011

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Ana Clara Ventura. (2023) Metacognition and self-regulation in young children: does it matter if metacognitive experiences are communicated?. Early Years 43:4-5, pages 1118-1130.
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Seong Bock Hong & Jisu Han. (2023) Early childhood preservice teachers’ learning about children’s metacognitive thinking processes and constructivist pedagogy. Early Years 0:0, pages 1-16.
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Figen Şahin, Arif Yilmaz, Mehmet Buldu, Selda Aras, Metehan Buldu & Esra Akgül. (2022) Video based professional development on pedagogical documentation: a yearlong study with early childhood teachers. Educational Studies 0:0, pages 1-18.
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Elaine Reese, Alex Gunn, Amanda Bateman & Margaret Carr. (2021) Teacher-child talk about learning stories in New Zealand: a strategy for eliciting children’s complex language. Early Years 41:5, pages 506-521.
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Paola Corsano & Laura Guidotti. (2019) Parents’ reminiscing training in typically developing and ‘at-risk’ children: a review. Early Child Development and Care 189:1, pages 143-156.
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Carmel Conn. (2018) Pedagogical intersubjectivity, autism and education: can teachers teach so that autistic pupils learn?. International Journal of Inclusive Education 22:6, pages 594-605.
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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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Belinda Davis & Jane Torr. (2016) Educators’ use of questioning as a pedagogical strategy in long day care nurseries. Early Years 36:1, pages 97-111.
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Daniel Lovatt & Helen Hedges. (2015) Children's working theories: invoking disequilibrium. Early Child Development and Care 185:6, pages 909-925.
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Amanda Bateman. (2013) Responding to children’s answers: questions embedded in the social context of early childhood education. Early Years 33:3, pages 275-288.
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Caroline Bath. (2012) ‘I can't read it; I don't know’: young children's participation in the pedagogical documentation of English early childhood education and care settings. International Journal of Early Years Education 20:2, pages 190-201.
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Sandy Houen, Karen Thorpe, Danielle van Os, Emily Westwood, Danielle Toon & Sally Staton. (2022) Eliciting and responding to young children's talk: A systematic review of educators' interactional strategies that promote rich conversations with children aged 2–5 years. Educational Research Review 37, pages 100473.
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Helen Knauf. (2017) Learning Stories: An Empirical Analysis of Their Use in Germany. Early Childhood Education Journal 46:4, pages 427-434.
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Dave Neale & Deborah Pino-Pasternak. (2016) A Review of Reminiscing in Early Childhood Settings and Links to Sustained Shared Thinking. Educational Psychology Review 29:3, pages 641-665.
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Helen Hedges. (2012) Vygotsky's phases of everyday concept development and the notion of children's “working theories”. Learning, Culture and Social Interaction 1:2, pages 143-152.
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. (2012) . Japanese Journal of Electrocardiology 32:3, pages 253-273.
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