Assessing metacognition in French preschoolers with F-CHILD 3-5 and F-McKI-j: A validation study

Abstract

Objective

The aim of this study was to validate the French translation and adaptation of two tools measuring metacognitive processes in preschoolers. Although the conceptualization and assessment of metacognition is a growing topic in developmental psychology, it tends to be underestimated in early childhood because few ecologically-valid tools exist that accurately assess the dynamic and multidimensional nature of metacognitive processes in childhood. Furthermore, the few existing tools are written in English, limiting the understanding and application of the development, functioning, and associations between the components of metacognition.

Method

The current study addresses this limitation by translating and validating into French two tools named F-CHILD 3-5, an observational teacher rating of metacognitive skills measures (Checklist of Independent Learning Development for 3-5; Whitebread et al., 2009); and F-McKI-j a Metacognitive Knowledge Interview measures (McKI; Marulis et al., 2016). Specifically, these tools were translated and adapted in 106 French preschoolers 4-5-years old.

Results

Results included satisfactory psychometric properties for both tools – stronger for the F-CHILD 3-5 – and metacognitive levels similar to those found using the original English versions.

Conclusion

These new tools, the first of their kind validated in French and adapted to French, should facilitate cultural comparisons, promote a more comprehensive and international understanding of metacognitive processes in early childhood.