Abstract
This study explored the ability of preschoolers as metacognitive thinkers. The aim was to produce an observational framework for use with younger learners. A problem solving task was developed, and contextualised into children's play experiences. Subjects were 60 preschoolers, 4.3–5.4 years. The task involved the development of a tool (spinner) for a dinosaur game. A comparative verification procedure incorporating both quantitative analysis and rigorous inter-observer reliability measures resulted in the identification of five metacognitive characteristics: recognition of the problem, subtractive restructuring, self monitoring, motivation to persist, and planfulness. Implications for educational programs are discussed.
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