Developing independent learning in the early years

By David Whitebread, Holly Anderson, Penny Coltman, Charlotte Page, Deborah Pino Pasternak, Sanjana Mehta. 2005

93 citations recorded by the source corpus.

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Development of Metacognition and Self-Regulated Learning in Young Children: Role of Collaborative and Peer-Assisted Learning (2007, result): “In previous papers (Whitebread et al., 2005a, 2005b) we have presented initial data and analysis supporting the view that metacognitive and self-regulatory abilities can be seen to be emerging in the age 3 to 5 group.”
Aspects of pedagogy supporting metacognition and self-regulation in mathematical learning of young children: evidence from an observational study (2010, background): “So, e.g., we have established that children in the 3–5-year age range, in the context of early educational contexts, show evidence of emerging metacognitive knowledge, of goal-setting and on-line cognitive, motivational and emotional regulation ( Whitebread et al., 2005 ), that these can be particul”
The development of two observational tools for assessing metacognition and self-regulated learning in young children (2009, background): “Together, these 22 statements formed the Checklist of Independent Learning Development (CHILD 3–5; see Appendix 2). In a previous paper ( Whitebread et al. 2005a ) a list was presented giving examples of events in which each of these behaviours was observed to be present.”