Citations (36)
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Read on this site (18)
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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Sara T. Baker, Soizic Le Courtois & Janina Eberhart. (2023) Making space for children’s agency with playful learning. International Journal of Early Years Education 31:2, pages 372-384.
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Ahsen Çini, Jonna Malmberg & Sanna Järvelä. (2023) How individual metacognitive awareness relates to situation-specific metacognitive interpretations of collaborative learning tasks. Educational Studies 49:1, pages 54-75.
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Lisha O’Sullivan & Emer Ring. (2021) A potpourri of philosophical and child development research-based perspectives as a way forward for early childhood curricula and pedagogy: reconcilable schism or irreconcilable severance?. Early Child Development and Care 191:7-8, pages 1316-1329.
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Selda Aras & Feyza Tantekin Erden. (2020) Documentation panels: supporting young children’s self-regulatory and metacognitive abilities. International Journal of Early Years Education 28:1, pages 63-80.
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Helen Lewis. (2019) Supporting the development of young children’s metacognition through the use of video-stimulated reflective dialogue. Early Child Development and Care 189:11, pages 1842-1858.
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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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Anamika Devi, Marilyn Fleer & Liang Li. (2018) ‘We set up a small world’: preschool teachers’ involvement in children’s imaginative play. International Journal of Early Years Education 26:3, pages 295-311.
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Babs Anderson. (2018) Young Children playing together: A choice of engagement. European Early Childhood Education Research Journal 26:1, pages 142-155.
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Sue Robson. (2016) Self-regulation, metacognition and child- and adult-initiated activity: does it matter who initiates the task?. Early Child Development and Care 186:5, pages 764-784.
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Jaakko Hilppö, Lasse Lipponen, Kristiina Kumpulainen & Anna Rainio. (2016) Children’s sense of agency in preschool: a sociocultural investigation. International Journal of Early Years Education 24:2, pages 157-171.
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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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Kristy Timmons, Janette Pelletier & Carl Corter. (2016) Understanding children's self-regulation within different classroom contexts. Early Child Development and Care 186:2, pages 249-267.
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Sue Robson & Victoria Rowe. (2012) Observing young children's creative thinking: engagement, involvement and persistence. International Journal of Early Years Education 20:4, pages 349-364.
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David Whitebread & Lisha O'Sullivan. (2012) Preschool children's social pretend play: supporting the development of metacommunication, metacognition and self-regulation. International Journal of Play 1:2, pages 197-213.
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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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Articles from other publishers (18)
Chen Chen, Jianfen Wu, Yunpeng Wu, Xiaoyun Shangguan & Hui Li. (2022) Developing Metacognition of 5- to 6-Year-Old Children: Evaluating the Effect of a Circling Curriculum Based on Anji Play. International Journal of Environmental Research and Public Health 19:18, pages 11803.
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Susan Grieshaber, Susan Krieg, Felicity McArdle & Jennifer Sumsion. (2021) Intentional teaching in early childhood education: A scoping review. Review of Education 9:3.
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Loren M. Marulis & Lindsey J. Nelson. (2020) Metacognitive processes and associations to executive function and motivation during a problem-solving task in 3–5 year olds. Metacognition and Learning 16:1, pages 207-231.
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Christine O’Farrelly. (2020) Bringing young children’s voices into programme development, randomized controlled trials and other unlikely places. Children & Society 35:1, pages 34-47.
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Heather E. Branigan & David I. Donaldson. (2020) Teachers matter for metacognition: Facilitating metacognition in the primary school through teacher-pupil interactions. Thinking Skills and Creativity 38, pages 100718.
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Sylvia Rojas-Drummond, María José Barrera Olmedo, Ivonne Hernández Cruz & Maricela Vélez Espinosa. (2020) Dialogic interactions, co-regulation and the appropriation of text composition abilities in primary school children. Learning, Culture and Social Interaction 24, pages 100354.
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Sylvia Rojas-Drummond, María José Barrera, Ivonne Hernández, Mariana Alarcón, José Hernández & Ana María Márquez. (2020) Exploring the ‘black box’: What happens in a dialogic classroom?. The Australian Journal of Language and Literacy 43:1, pages 47-67.
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David Whitebread & Lisha O'Sullivan. 2020. Creativity and the Wandering Mind. Creativity and the Wandering Mind
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Annemie Desoete & Brigitte De Craene. (2019) Metacognition and mathematics education: an overview. ZDM 51:4, pages 565-575.
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Engin Ader. (2019) What would you demand beyond mathematics? Teachers’ promotion of students’ self-regulated learning and metacognition. ZDM 51:4, pages 613-624.
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Heyi Zhang & David Whitebread. (2019) Examining Chinese kindergarten children’s psychological needs satisfaction in problem solving: A self-determination theory perspective. Instructional Science 47:4, pages 373-398.
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Ornit Spektor-Levy, Marisol Basilio, Antonia Zachariou & David Whitebread. (2017) Young Children's Spontaneous Manifestation of Self-Regulation and Metacognition during Constructional Play Tasks. Teachers College Record: The Voice of Scholarship in Education 119:13, pages 1-28.
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Amanda J. Moreno, Irena Shwayder & Ilana Dvorin Friedman. (2016) The Function of Executive Function: Everyday Manifestations of Regulated Thinking in Preschool Settings. Early Childhood Education Journal 45:2, pages 143-153.
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Louise Gascoine, Steve Higgins & Kate Wall. (2017) The assessment of metacognition in children aged 4-16 years: a systematic review. Review of Education 5:1, pages 3-57.
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Kristiina Kurki, Hanna Järvenoja, Sanna Järvelä & Arttu Mykkänen. (2017) Young children’s use of emotion and behaviour regulation strategies in socio-emotionally challenging day-care situations. Early Childhood Research Quarterly 41, pages 50-62.
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Sue Robson. (2016) 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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Nathalie Nader-Grosbois. (2014) Self-perception, self-regulation and metacognition in adolescents with intellectual disability. Research in Developmental Disabilities 35:6, pages 1334-1348.
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