Report
Developing Metacognitive Skills in the Foundational Years: A Practitioner Inquiry
| Τίτλος: | Developing Metacognitive Skills in the Foundational Years: A Practitioner Inquiry |
|---|---|
| Γλώσσα: | English |
| Συγγραφείς: | Uzma Unnissa |
| Πηγή: | Online Submission. 2026. |
| Peer Reviewed: | N |
| Page Count: | 49 |
| Ημερομηνία έκδοσης: | 2026 |
| Intended Audience: | Teachers |
| Τύπος εγγράφου: | Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Foreign Countries, Metacognition, Skill Development, Early Childhood Education, Private Schools, Intervention, Prompting, Visual Aids, Cooperative Learning, Reflection, Self Evaluation (Individuals) |
| Γεωγραφικοί όροι: | India |
| Περίληψη: | Metacognition plays a significant role in enabling learners to become active, reflective, and self-regulated participants in the learning process. Although substantial research has explored metacognition among older learners, relatively little attention has been given to its development during the Foundational Years. This practitioner inquiry investigated how metacognitive strategies could be intentionally embedded within classroom practice to develop the planning, monitoring, and evaluation skills of Upper Kindergarten learners during story-retelling activities. A practitioner inquiry methodology was adopted within an authentic classroom setting in a private school in Bengaluru, India. The intervention integrated visual prompts, purposeful teacher questioning, collaborative learning, and structured reflection through a consistent Think-Plan-Do-Check routine. Data were collected through classroom observations, learner artefacts, teacher reflective journals, external feedback, formative assessments, and learner reflections. Findings indicated that learners demonstrated noticeable growth in their ability to plan before beginning tasks, monitor their understanding during learning, and evaluate their performance after completing activities. Visual supports and reflective dialogue enabled learners to articulate their thinking more confidently, while collaborative learning encouraged self-checking and independent problem-solving. The inquiry also highlighted the teacher's role in facilitating thinking through purposeful questioning rather than direct instruction. The study concludes that metacognitive skills can be effectively nurtured during the Foundational Years when reflective practices are intentionally embedded within everyday teaching. The findings contribute to the growing body of research on early childhood metacognition and provide practical strategies for educators seeking to develop self-regulated learning from the earliest stages of education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Αριθμός Καταχώρησης: | ED682423 |
| Βάση Δεδομένων: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED682423 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Developing Metacognitive Skills in the Foundational Years: A Practitioner Inquiry – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Uzma+Unnissa%22">Uzma Unnissa</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2026. – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 49 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: Audience Label: Intended Audience Group: Audnce Data: Teachers – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Private+Schools%22">Private Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Prompting%22">Prompting</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Aids%22">Visual Aids</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Evaluation+%28Individuals%29%22">Self Evaluation (Individuals)</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22India%22">India</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Metacognition plays a significant role in enabling learners to become active, reflective, and self-regulated participants in the learning process. Although substantial research has explored metacognition among older learners, relatively little attention has been given to its development during the Foundational Years. This practitioner inquiry investigated how metacognitive strategies could be intentionally embedded within classroom practice to develop the planning, monitoring, and evaluation skills of Upper Kindergarten learners during story-retelling activities. A practitioner inquiry methodology was adopted within an authentic classroom setting in a private school in Bengaluru, India. The intervention integrated visual prompts, purposeful teacher questioning, collaborative learning, and structured reflection through a consistent Think-Plan-Do-Check routine. Data were collected through classroom observations, learner artefacts, teacher reflective journals, external feedback, formative assessments, and learner reflections. Findings indicated that learners demonstrated noticeable growth in their ability to plan before beginning tasks, monitor their understanding during learning, and evaluate their performance after completing activities. Visual supports and reflective dialogue enabled learners to articulate their thinking more confidently, while collaborative learning encouraged self-checking and independent problem-solving. The inquiry also highlighted the teacher's role in facilitating thinking through purposeful questioning rather than direct instruction. The study concludes that metacognitive skills can be effectively nurtured during the Foundational Years when reflective practices are intentionally embedded within everyday teaching. The findings contribute to the growing body of research on early childhood metacognition and provide practical strategies for educators seeking to develop self-regulated learning from the earliest stages of education. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: ED682423 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED682423 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 49 Subjects: – SubjectFull: Foreign Countries Type: general – SubjectFull: Metacognition Type: general – SubjectFull: Skill Development Type: general – SubjectFull: Early Childhood Education Type: general – SubjectFull: Private Schools Type: general – SubjectFull: Intervention Type: general – SubjectFull: Prompting Type: general – SubjectFull: Visual Aids Type: general – SubjectFull: Cooperative Learning Type: general – SubjectFull: Reflection Type: general – SubjectFull: Self Evaluation (Individuals) Type: general – SubjectFull: India Type: general Titles: – TitleFull: Developing Metacognitive Skills in the Foundational Years: A Practitioner Inquiry Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Uzma Unnissa IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Type: published Y: 2026 Titles: – TitleFull: Online Submission Type: main |
| ResultId | 1 |