Metacognitive problem solving in preschoolers

Elizabeth Lambert

Research output: Contribution to journalArticlepeer-review

Abstract

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.
Original languageEnglish
Pages (from-to)24-30
Number of pages7
JournalAustralian Journal of Early Childhood
Volume26
Issue number3
Publication statusPublished - 2001

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