A classroom investigation of the growth of metacognitive awareness in kindergarten children through the writing process

This digest found in

Early years
English
Thinking skills

What are the implications of the study?

In completing this digest the authors began to ask the following questions about implications for teachers:

this study offers a model for teaching pupils to think about writing development strategies in quite structured ways at a very early age. Could the model in this study of a daily writers' workshop and conferencing with students afterwards about their writing, be adapted for use in your classroom to help children in the development of their growing metacognition and writing?
this study used a short series of questions to help the pupils become more aware of the strategies they were using, so they could use them more consciously and, therefore, more effectively. How easy or helpful would it be to use these questions in your classroom? Does it have implications for other areas of learning? How would building metacognitive awareness of the relationships between numbers support (for example) early numeracy?
this study supports the theory that asking children a set of predictable questions helps them to give well-thought-out answers (and thus develop metacognitive skills). Are there any other methods of questioning, or other forms of interaction that might be effective in the classroom?

For researchers:

through the interviews and observations, a great deal of information was gathered that provided evidence that kindergarten children are capable of metacognitive thought. However, this is a small-scale observational study. Is further, larger-scale, broader-spectrum research needed to help practitioners build a picture of the development of meta-cognition from the very start of school?

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What is metacognition and how does it fit into in early literacy? What the study found What was the aim and the design of this study? What are the implications of the study? Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader A classroom investigation of the growth of metacognitive awareness in kindergarten children through the writing process This digest found in Early years English Thinking skills Send to a friend Word doc 50KB Printer friendly Collate for later What are the implications of the study? In completing this digest the authors began to ask the following questions about implications for teachers: this study offers a model for teaching pupils to think about writing development strategies in quite structured ways at a very early age. Could the model in this study of a daily writers' workshop and conferencing with students afterwards about their writing, be adapted for use in your classroom to help children in the development of their growing metacognition and writing? this study used a short series of questions to help the pupils become more aware of the strategies they were using, so they could use them more consciously and, therefore, more effectively. How easy or helpful would it be to use these questions in your classroom? Does it have implications for other areas of learning? How would building metacognitive awareness of the relationships between numbers support (for example) early numeracy? this study supports the theory that asking children a set of predictable questions helps them to give well-thought-out answers (and thus develop metacognitive skills). Are there any other methods of questioning, or other forms of interaction that might be effective in the classroom? For researchers: through the interviews and observations, a great deal of information was gathered that provided evidence that kindergarten children are capable of metacognitive thought. However, this is a small-scale observational study. Is further, larger-scale, broader-spectrum research needed to help practitioners build a picture of the development of meta-cognition from the very start of school?