Metacognitive and Meta-Emotional Support in Kindergarten With "Interactive Storytelling": Implications for Self-Regulated Learning and Problem Solving

• In Event: Marriott Roundtable Session 28
  In Roundtable Session: Refutation Texts

Abstract

This study among kindergarten children (n = 90) investigated the necessity of holistic SRL programs relating to metacognition and emotional support (MES) embedded in the "Interactive Storytelling" problem-solving environment, for enhancing SRL and mathematical problem solving at different levels of complexity. The MES program was compared to a single metacognitive support (MS) and a control group without SRL .
Findings showed that the holistic approach in the MES group induced the greatest change in the amount of metacognitive and emotional regulation while solving mathematical problems aloud, and success in routine and complex mathematical problems, both immediately and in lasting effect (two months after), whereas the control group didn't show any increased use of SRL and problem solving.

Authors

• Bracha Kramarski, Bar-Ilan University

• meirav tzohar-rozen, Levinsky College of Education

• Zohar Gadasi, Shaanan Teachers College