Investigation of Learning Processes Supporting Metacognitive Skills in Preschool Education

Abstract

The aim of this study is to determine the metacognitive thinking processes of children and their interactions in this process in the learning process in which metacognitive-based mathematics activities are applied. This research was conducted as a case study, which is one of the qualitative research methods. Observation and interview methods were used to collect data, and the data were recorded with a video camera. After the data were transcribed, they were coded and analyzed using the Cambridgeshire Independent Learning (C.Ind.Le) Coding Scheme. Findings were placed under metacognitive knowledge and metacognitive regulation categories. Similarly, the views of the teacher were evaluated within the framework of the same categories. The findings of the study showed that children displayed more metacognitive behaviors as the process progressed. In addition, it was observed that children showed the most metacognitive behavior towards monitoring. Thus, metacognitive processes are included in the learning process in preschool. As a result, it has been clearly demonstrated that children's metacognitive skills are supported. The metacognitive skills displayed by the children in the learning process and the teacher's views on the process provided evidence that metacognitive skills can be support in preschool.