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El aula Preescolar como espacio de desarrollo cognitivo: tipo de feedback docente y control metacognitivo en los niños
Preschool classroom as an environment for cognitive
development: type of teacher’s feedback and child
metacognitive control
Abstract
Introduction. The aim of this work was to determine whether the type of feedback given by
the teacher during a class impacts the metacognitive control of preschool students. For this,
children behavior was analyzed while teachers provided feedback during collaborative learn-
ing sessions.
Method. Quasi-experimental cross-sectional study including two experimental groups and a
control group. Child participants ranged from 4.8 to 5.3 year-old and assisted regularly to a
school located in La Pintana, Santiago, Chile. Their educators were trained in the delivery of
either self-regulation or task/person feedbacks. While students performed collaborative work
related to Chilean curriculum, educators gave the different types of feedback. A total of 18
learning experiences were videotaped and analyzed using Videograph and SPSS softwares.
Results. Statistical significant differences were observed between the groups of children that
received feedback. Greater metacognitive control events were displayed by preschoolars re-
ceiving self-regulation feedback, both for the total number of events and for the three dimen-
sions of metacognitive control (planning, monitoring and evaluation).
Discussion and Conclusion. Not every feedback modifies the metacognitive control of
preschoolars. A low-cost training in self-regulation feedback and its daily practice foster the
preschool teacher as a key promoter of children cognitive development.
Keywords: Metacognitive control; Teacher’s feedback; Self-regulation; Preschool teaching.
Reception: 04.15.15
Initial acceptance: 05.22.15
Final acceptance: 03.05.16
Electronic Journal of Research in Educational Psychology, 14(1), 23-44. ISSN: 1696-2095. 2016, no. 38
http://dx.doi.org/10.14204/ejrep.38.15033
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