Metacognition and self-regulation in young children: does it matter if metacognitive experiences are communicated?-Reference-Cited by-同舟云学术

Metacognition and self-regulation in young children: does it matter if metacognitive experiences are communicated?

Published:2022-04-19 Issue: Volume: Page:1-13
ISSN:0957-5146
Container-title:Early Years
language:en
Short-container-title:Early Years

Author:

Ventura Ana Clara¹²^ORCID

Affiliation:

1. “Estudios Culturales y Cognitivos”, Grupo Vinculado al Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales (CONICET-UNCo), Sede Centro Regional Universitario Bariloche, San Carlos de Bariloche, Rio Negro, Argentina

2. Departamento de Psicología, Centro Regional Universitario Bariloche, Universidad Nacional del Comahue, San Carlos de Bariloche, Rio Negro, Argentina

Funder

Agencia Nacional de Promoción Científica y Tecnológica

CONICET

Fundación de la Universidad Nacional del Comahue para el Desarrollo Regional

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/09575146.2022.2065666

Reference35 articles.

1. Documentation panels: supporting young children’s self-regulatory and metacognitive abilities

2. Young children reflecting on their learning: teachers’ conversation strategies

3. Talk of a number: self‐regulated use of mathematical metalanguage by children in the foundation stage

4. Preliminary Investigation of Relations between Young Students' Self-Regulatory Strategies and Their Metacognitive Experiences

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