This study explored the ability of preschoolers as metacognitive thinkers. The aim was to produce an observational framework for use with younger learners. A problem solving task was developed, and contextualised into children's play experiences. Subjects were 60 preschoolers, 4.3-5.4 years. The task involved the development of a tool (spinner) for a dinosaur game. A comparative verification procedure incorporating both quantitative analysis and rigorous inter- observer reliability measures resulted in the identification of five metacognitive characteristics: recognition of the problem, subtractive restructuring, self monitoring, motivation to persist, and planfulness. Implications for educational programs are discussed.
|Number of pages||7|
|Journal||Australian Journal of Early Childhood|
|Publication status||Published - 2001|