El aula Preescolar como espacio de desarrollo cognitivo: tipo de feedback docente y control metacognitivo en los niños

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dc.contributor.authorMuñoz, Liz
dc.contributor.authorSanta Cruz, Josefina
dc.date.accessioned2017-01-23T19:52:09Z
dc.date.available2017-01-23T19:52:09Z
dc.date.issued01/04/2016
dc.description.abstractIntroduction: The aim of this work was to determine whether the type of feedback given by the preschool teacher during class impacts the children's metacognitive control. For this purpose, the children's behavior was analyzed while teachers provided feedback during collaborative learning sessions. Method: A quasi-experimental, cross-sectional study included two experimental groups and a control group. The age of participants ranged from 4.8 to 5.3 years old; all of them regularly attended a school located in La Pintana, Santiago, Chile. Their educators were trained in delivery of either self-regulation feedback or task/person feedback. While students performed collaborative work related to the Chilean curriculum, educators provided the different types of feedback. A total of 18 learning experiences were videotaped and analyzed using Videograph and SPSS software. Results: Statistically significant differences were observed between the groups of children that received feedback. A greater number of metacognitive control events were displayed by preschoolers who received self-regulation feedback: in total number of events and in number of events representing each of the three dimensions of metacognitive control (planning, monitoring and evaluation). Discussion and conclusions: Not all feedback modifies the metacognitive control of preschoolers. Low-cost training in self-regulation feedback and its daily practice equip the preschool teacher to be a key facilitator of children's cognitive development.
dc.identifier.citationLiz Muñoz; Josefina Santa Cruz. El aula Preescolar como espacio de desarrollo cognitivo: tipo de feedback docente y control metacognitivo en los niños. Electronic Journal of Research in Educational Psychology, vol.14, n°1, p. 23-44
dc.identifier.urihttp://hdl.handle.net/11447/952
dc.identifier.urihttp://dx.doi.org/10.14204/ejrep.38.15033
dc.language.isoen_US
dc.subjectCognitive Development
dc.subjectPreschool Education
dc.subjectPreschool Children
dc.subjectFeedback (Response)
dc.subjectTeaching Methods
dc.subjectMetacognition
dc.subjectForeign Countries
dc.subjectEarly Childhood Education
dc.subjectControl Groups
dc.subjectStatistical Analysis
dc.subjectNonparametric Statistics
dc.subjectComparative Analysis
dc.subjectPreschool Teachers
dc.subjectLearning Experience
dc.subjectQuasiexperimental Design
dc.subjectExperimental Groups
dc.titleEl aula Preescolar como espacio de desarrollo cognitivo: tipo de feedback docente y control metacognitivo en los niños
dc.title.alternativeThe Preschool Classroom as a Context for Cognitive Development: Type of Teacher Feedback and Children's Metacognitive Control
dc.typeArtículo

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