Promoting Self-Regulatory Skills in Self-Regulated Learning Pre-School Education Stage 3

Ilze Šūmane, Līga Āboltiņa
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Abstract

The competence approach in pre-school education, which recommends the promotion of self-regulated learning, raises questions about its impact on the development of children’s self-regulation. As a cross-cutting skill, self-regulated learning is essential for today’s society. It provides for a person’s ability to self-educate and develop effectively and successfully. The environment of the pre-school institution and the teacher, who equips and improves this environment, play an important role in promoting the child’s self-regulated learning. In the third stage of pre-school education children have reached the age of 5 to 6 years old and are being prepared to start school. The aim of this study is to assess and analyse children’s self-regulation skills in a pre-primary education environment in the third stage of self-regulated learning. Self-regulated learning is when a student is able to function and use cognitive, emotional processes and behavioural regulation tools to achieve learning goals. The following research tasks were included: 1) analyse the essence and development of self-regulation, and guidelines for organising a self-regulated learning process; and 2) carry out pedagogical observations of children’s self-regulatory abilities within the framework of the self-regulated learning process. The research methods included analysis of pedagogical and psychological literature and sources, pedagogical observation, and statistical analysis of data. The study involved 41 children who were 5 to 6 years old. The results of the study show that self-directed learning can significantly promote the development of self-regulation skills in 5 to 6-year-old children. To better develop the process of self-regulation for 5 to 6-year-old children, the self-regulated learning process must be easier to understand, with an emphasis on updating, understanding, and reflecting on the learned content, while also clearly articulating the expected outcomes and providing feedback.
在自我调节学习中提升自我调节技能学前教育阶段3
学前教育中的能力取向主张促进自我调节学习,但其对儿童自我调节能力发展的影响令人质疑。作为一种跨领域技能,自律学习对当今社会至关重要。它提供了一个人的能力,自我教育和发展有效和成功。学前机构的环境以及装备和改善这种环境的教师在促进儿童的自主学习中起着重要的作用。在学前教育的第三阶段,儿童已达到5至6岁,并准备开始上学。本研究的目的是评估和分析学前教育环境下儿童在自我调节学习第三阶段的自我调节技能。自我调节学习是指学生能够使用认知、情绪过程和行为调节工具来实现学习目标。包括以下研究任务:1)分析自我调节的本质和发展,以及组织自我调节学习过程的指导方针;2)在自我调节学习过程的框架内对儿童自我调节能力进行教学观察。研究方法包括对教育学和心理学文献和来源的分析、教育学观察和数据的统计分析。这项研究涉及41名5至6岁的儿童。研究结果表明,自主学习对5 ~ 6岁儿童自我调节技能的发展有显著的促进作用。为了更好地发展5 - 6岁儿童的自我调节过程,自我调节的学习过程必须更容易理解,强调对所学内容的更新、理解和反思,同时也要清楚地表达预期的结果并提供反馈。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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