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Publicação
Fostering self-regulated learning in preschool through dynamic assessment methodologies
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Orientador(es)
Resumo(s)
Self-regulated learning is a transversal competency which plays a central role in acquiring
autonomy. This investigation aimed to support approaches that foster self-regulated learning in preschool. We proposed to improve preschoolers’ self-regulated learning strategies
(i.e., forethought, performance, and self-reflection) through the educational intervention
Pipo and Mia, the magic knights, hypothesizing different results when comparing levels of
the program intervention. Participants included 115 preschoolers and their nine teachers.
Teachers implemented the program to children, and engaged in professional training simultaneously. Aiming to validate the Dynamic Assessment of Self-regulation in Preschool
(DASP) method socially, it was used as children’s pre and post-measure, and focus groups
were conducted with teachers to assess its validity. Results showed improvements in children’s use of strategies, and some significant differences between intervention levels.
Teachers highlighted the DASP method potentialities. The study’s contributions and constraints are discussed considering implications for practice, research, theory, and policy.
Descrição
Palavras-chave
Self-regulated learning Preschool children Learning strategies Focus groups
Contexto Educativo
Citação
Silva Moreira, J., Ferreira, P., & Veiga-Simão, A. M. (2024). Fostering self-regulated learning in preschool through dynamic assessment methodologies. PLoS ONE, 19(3), e0298759. https://doi.org/10.1371/journal.pone.0298759
Editora
Public Library of Science