Examining Self-Regulated Learning in Nursery School Play

• In Event: Poster Session 10
  In Poster Session: Issues in Early Education and Child Development

Abstract

This teacher inquiry investigation examines whether preschool children demonstrate developing forms of self-regulated learning during play. Teacher researchers coded 118 minutes of video of children engaging in self-chosen classroom activities. In all instances, children demonstrated self-regulated learning behaviors related to the broad categories of metacognitive knowledge, metacognitive regulation, and emotional and motivational regulation. Monitoring was the most common form of self-regulatory behavior. The frequency of self-regulated learning behaviors increased with age, and an inverse relationship between age and other regulation (input) from the teacher was also observed. The authors reflect on the questions the investigation raises regarding their practice, children’s play, and their view of the children in their classroom.

Authors

• Adrienne Gelpi Lomangino, Stanford University

• Colin Johnson, Tufts University