alterado para: “Identificar, avaliar e promover a aprendizagem autorregulada na Educação Pré-escolar.” Estratégias de autorregulação em tarefas da Educação Pré-escolar: caminhos diferentes no mesmo contexto.

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Dynamic assessment of self-regulated learning in preschool

Publication . Silva Moreira, Janete; Ferreira, Paula; Veiga Simão, Ana

The assessment of self-regulated learning is a relevant research topic in early childhood development. However, there are few ecologic measures to assess self-regulated learning in preschool as a dynamic and multidimensional process. This study aims to fill this gap by presenting the development and validation of the Dynamic Assessment of Self-regulated learning in Preschool (DASP) method. A dynamic assessment of the construct may constitute an important contribution as it enables the acquisition of cross observational, verbal, and performance data. The DASP method was developed within a theoretical framework of self-regulation, including all cyclical phases, namely, forethought, performance, and self-reflection. Specifically, this method requires children to be questioned in the forethought and self-reflection phases, and observed in the performance phase, as the researcher notes their strategies. This method is used while children engage in authentic preschool tasks. To achieve the study's aim, 214 preschool children were asked to participate. In this research, children performed the Clown task (cognitive task) and the Head-Toes-Knees-Shoulders task (motor task). Item Response Theory analyses provided good item fit for the DASP method (forethought: .99, performance: 1.00, self-reflection: .99), good values of the tasks' reliability (Clown: .92; HTKS: .85), and evidence of the participants' difficulty level in completing the tasks. Results indicated that the children experienced more difficulty in the performance phase, as opposed to the other phases. The potentialities, constraints, and practical implications of the DASP method will be discussed in terms of contributions for theory and practice.

2022-08Artigo científico

Acesso aberto

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Identificar, avaliar e promover a aprendizagem autorregulada na educação pré-escolar

Publication . Silva Moreira, Janete; Simão, Ana Margarida Vieira da Veiga; Ferreira, Paula Alexandra Nunes da Costa

The self-regulated learning development is a relevant theme since it includes transversal competencies which have a positive relation to school success and autonomy. In childhood, self-regulated learning has specificities which are difficult to study, but the investigation on the topic has grown internationally in the last decades. Following a sociocognitive perspective and considering the self-regulation concept as cyclic, dynamic and multidimensional, this investigation aimed to understand how self-regulated learning occurs in preschool children, how it is identified, assessed and fostered by preschool teachers in their educational practices. Based on this knowledge, we also aimed to contribute with instruments that could respond to the context’s needs, taking into account the children’s characteristics. Moreover, we intended for the instruments and resources resulting from the investigation to be theoretically grounded on a solid self-regulation basis, contributing to consistent approaches and supporting teachers’ daily practices. To attain these objectives, four studies were designed using mixed methodologies of data collection, aiming to increase the results reliability. In the first phase, a study of multiple cases was conducted to understand the teachers’ perceptions about the self-regulated learning promotion and to observe their practices with children. The results allowed us to identify the self-regulation dimensions (i.e., emotional and behavioral, cognitive, social and motivational) within the teachers’ verbalizations, and the opportunities observed in the preschool classrooms, which thus enabled a reflection on the pedagogical intentionality and the importance of developing children’s autonomy progressively, with varying degrees of freedom. In the second phase, one study was developed to design an instrument to assess self-regulated learning in preschool. The results provided knowledge about children’s strategies to plan, monitor and self-reflect, as well as their perceptions on task solving and the task’s product. It allowed to identify different self-regulation dimensions, and contributed to understand the potentialities of self-regulation questioning to help children gain awareness of the psychological processes at such a young age. In the third phase, the instrument previously designed was validated. The Dynamic Assessment of Self-regulated learning in Preschool (DASP) method was applied while children were solving two authentic tasks. The data analysis using the Item Response Theory approach provided good item fit and the DASP method adequacy (forethought: .99, performance: 1.00, self-reflection: .99), good values of the tasks’ reliability (cognitive task: .92, motor task: .85), and evidence of the participants’ difficulty level in completing the tasks. In the fourth and last phase, we aimed to support approaches to foster self-regulated learning using dynamic assessment methodologies. We intended to improve preschoolers’ strategies (i.e., forethought, performance, and self-reflection) through the educational intervention Pipo and Mia, the magic knights, which was implemented with children with teachers who attended the professional training Practices to promote self-regulated learning in preschool. Since we expected to validate the DASP method socially, the instrument was applied as a pre and post-measure, and assessed by teachers regarding its potentialities to daily practices in a curricular infusion model. The results showed improvements in children’s use of self-regulation strategies, and presented some significant differences between levels of intervention. In general, this investigation provided relevant information on the specificities of the self-regulated learning development in preschool, and evidence concerning the professionals’ perceptions and practices in the field about the topic. Additionally, the results suggested that, although some pertinent contributions were presented, teachers’ support is still a venue to pursue with instruments, resources, and training to promote preschoolers’ self-regulated learning effectively. This investigation also includes a discussion with the literature, the research limitations, suggestions for future research, and implications.

2023-03Tese de doutoramento

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Entidade financiadora

Fundação para a Ciência e a Tecnologia

Número da atribuição

SFRH/BD/137715/2018