Self-regulation and metacognition in young children's self-initiated play and Reflective Dialogue

Abstract

This paper looks at ways in which a group of children aged three–four years exhibited evidence of self-regulation and metacognition. Videotaped episodes of children's activities and audiotaped dialogues between children and practitioners about the activities were analysed using an observational framework. The data here show children of three and four displaying extensive evidence of metacognitive and self-regulatory behaviour, with similar mean levels of frequency across both activities and dialogues. However, whilst the majority of evidence from the activities was of metacognitive regulation and skilfulness, that from the dialogues showed more evidence of metacognitive knowledge. It is also suggested that different social contexts may influence children's opportunities to develop and display self-regulation. The use of video data and opportunities for young children to reflect on their activities are suggested as valuable tools for research and pedagogical purposes, and as an effective means of eliciting young children's perspectives on their lives.

Keywords:

• self-regulation
• metacognition
• young children
• play
• dialogue

Acknowledgements

I gratefully acknowledge the financial support of the Froebel Research Committee, and the help of Professors David J. Hargreaves and Kevin Brehony, colleagues and the anonymous reviewers in their comments on this paper. I would also like to express my sincere thanks to the practitioners and children who participated in this study.