Document Type
Thesis - University Access Only
Award Date
2009
Degree Name
Master of Science (MS)
Department / School
Human Development, Consumer and Family Sciences
Abstract
This study focused on one primary question with two sub questions. The primary question was, 'How might the use of pedagogical documentation in the classroom encourage children to engage in meta-cognition within their inquiries?' My first sub question consisted of, 'What methods of documentation used in a pedagogical way with children will best assist them in engaging in metacognition?' My second sub question included, 'How can pedagogical documentation assist children's meta-cognition?' To address my questions, I engaged data collection, which incorporated: weekly student teacher reflections, investigation binders, personal daily journaling, weekly inquiry group discussions, and video of small group investigations with children. Through analysis of this data, I came to the conclusion that different aspects of pedagogical documentation influenced children's meta-cognition in diverse ways. These different aspects consisted of the methods of pedagogical documentation used, the role of questions, the methods of questioning, and the use of conversation within small group investigations with children.
Library of Congress Subject Headings
Metacognition in children
Early childhood education -- Documentation
Reggio Emilia approach (Early childhood education)
Teaching -- Aids and devices
Education, Preschool -- South Dakota -- Brookings
Format
application/pdf
Number of Pages
134
Publisher
South Dakota State University
Recommended Citation
Benson, Carrie Lynn, "Influence of Pedagogical Documentation on Children's Use of Meta-cognition" (2009). Electronic Theses and Dissertations. 1562.
https://openprairie.sdstate.edu/etd2/1562
