The development of two observational tools for assessing metacognition and self-regulated learning in young children

By David Whitebread, Penny Coltman, Deborah Pino Pasternak, C. Sangster, Valeska Grau, Sue Bingham, Qais I. Almeqdad, Demetra Demetriou. 2009

542 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/edcfe1ffd1634d88d04d0b946a573376dee05a7e

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Preschool children's social pretend play: supporting the development of metacommunication, metacognition and self-regulation (2012, methodology): “…underestimated young children’s knowledge about and understanding of cognitive process, more developmentally appropriate methodologies now identify young children using a range of strategies to control cognition and regulate behaviour (Whitebread et al., 2009; Whitebread & Pino Pasternak, 2010).”
Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes (2011, background): “Besides verbal communication, like Whitebread et al. (2007, 2009), we took account of nonverbal behaviour to gain a more complete picture of socially shared metacognition.”
The increasing role of metacognitive skills in math: a cross-sectional study from a developmental perspective (2010, background): “More recent studies, however, show that, alongside with the ‘‘theory of mind’’, i.e., understanding of one’s own and other people’s state of mind ( Wellman, 1990 ), young preschoolers already start developing a metacognitive awareness (Blo ¨te, Van Otterloo, Stevenson, & Veenman, 2004; Demitriou & E”
Engineering Students' Perceptions of Problem Solving and Their Future (2018, background): “In addition, the steps students actually undertake during problem solving merit further exploration as self-reported metacognitive practices can be inaccurate (Whitebread et al., 2009).”
The role of metacognitive skills in developing critical thinking (2010, background): “In another study, Whitebread et al. (2009) constructed the Children’s Independent Learning Development (CHILD 3–5) checklist whichmeasures metacognition.”
Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion (2009, background): “The second (Whitebread et al. 2009; Shamir et al. 2009) present studies that were conducted to capture, analyze, and understand the various metacognitive and self-regulatory processes in young children by using observational”
Reconsidering Personal Epistemology as Metacognition: A Multifaceted Approach to the Analysis of Epistemic Thinking (2014, background): “In other words, metacognitive knowledge of persons refers to self-knowledge of the variables that influence the individual’s cognitive activity, knowledge of the cognition of others, and knowledge of the general nature of people’s cognition (Flavell et al., 2002; Whitebread et al., 2009).”
Student Self-Regulated Learning in an Urban High School (2014, result): “In a broad sense, these findings are consistent with prior research showing that teacher ratings can accurately predict a variety of academic outcomes (Perry & Meisels, 1996; Whitebread et al., 2009).”
The development of metacognitive skills: evidence from observational analysis of young children’s behavior during problem-solving (2012, methodology): “Initially, this coding scheme was developed by identifying 21 verbalizations and behaviors from other coding schemes (Deloache and Brown 1987; Lambert 2001; Larkin 2000; Sangster 2010; Whitebread et al. 2009) and from a pilot study.”
A review of research on metacognition in science education: current and future directions (2013, methodology): “other things, numerous teaching strategies that teachers need to use in order to teach metacognition successfully, such as providing explicit instruction of metacognitive thinking; modelling the use of a thinking strategy in a variety of specific contexts; encouraging students to reflect upon, talk ”
Aspects of pedagogy supporting metacognition and self-regulation in mathematical learning of young children: evidence from an observational study (2010, background): “For example, as we have reported earlier ( Whitebread et al., 2007a ), a quantitative analysis of the occurrence of self-regulatory behaviours showed that children often adopted the regulatory role within activities which they had initiated themselves, where an adult was not involved in the activity”