Research on metacognitive strategies of children’s self-regulated learning

Abstract

Background Learning involves numerous self-regulatory processes, and self-regulated learning includes a few metacognitive strategies. Metacognitive skills start to develop at a very young age, though preschool children face some challenges while using metacognitive strategies. Objectives The study primarily aims to explore how young students are using metacognitive strategies in their daily activities and how effective they are. Method The sample of the study is 15 students from a public kindergarten in China, with ages ranging from 3 years to 6 years. The investigation is qualitative in nature and has employed a case study research design. It involves an observational study along with an interview with the teachers. Results From observational data and content analysis of the interviews, it is revealed that young children do use metacognitive strategies in their regular class activities, which vary according to their age. Teachers’ support is found to be essential, especially for this age group of children, for effective use of these strategies. Moreover, it is also seen that metacognitive strategies are also important in developing social skills among young children. Conclusion Consequently, the findings of this research have significant implications, especially for the teachers and parents who support the children and use metacognitive interventions for their holistic development.