| 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. |