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Developing Metacognition of 5- to 6-Year-Old Children: Evaluating the Effect of a Circling Curriculum Based on Anji Play

Author

Listed:
  • Chen Chen

    (Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou 311121, China)

  • Jianfen Wu

    (Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou 311121, China)

  • Yunpeng Wu

    (School of Teacher Education, Dezhou University, Dezhou 253023, China)

  • Xiaoyun Shangguan

    (Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou 311121, China)

  • Hui Li

    (Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai 200234, China
    School of Education, Faculty of Arts, Macquarie University, Sydney, NSW 2109, Australia)

Abstract

Metacognition plays an important role in young children’s learning and daily life activities. Based on Anji Play, we designed a metacognition enhancement program named Circling Curriculum for Metacognition Training (CCMT). With a quasi-experimental design, we examined the effects of the CCMT program on the metacognition of 5–6 year old Chinese children. Two classes of 5–6 year old children were randomly assigned into an experimental group (n = 25, 10 girls, mean age = 65.92 months, SD = 3.58) and a control group (n = 22, 10 girls, mean age = 66.77, SD = 3.87). The experimental group received the three-month CCMT, while the control group received routine teaching activities without imposing any interventions. All children took the metacognition test before and after the intervention. Results indicated that (1) there was no significant difference between the experimental group and the control group in all dimensions of metacognitive ability in the pre-test; (2) the experimental group exhibited better metacognitive ability than the control group in most dimensions of metacognitive ability in the post-test; and (3) the gain scores in the metacognitive ability of experimental group were significantly higher than those of the control group. The results are very encouraging and suggest that CCMT can foster the development of the metacognitive ability of young children.

Suggested Citation

  • Chen Chen & Jianfen Wu & Yunpeng Wu & Xiaoyun Shangguan & Hui Li, 2022. "Developing Metacognition of 5- to 6-Year-Old Children: Evaluating the Effect of a Circling Curriculum Based on Anji Play," IJERPH, MDPI, vol. 19(18), pages 1-17, September.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:18:p:11803-:d:918659
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    References listed on IDEAS

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    1. Emanuel Feurer & Raluca Sassu & Patricia Cimeli & Claudia M. Roebers, 2015. "Development of Meta-Representations: Procedural Metacognition and the Relationship to Theory of Mind," Journal of Educational and Developmental Psychology, Canadian Center of Science and Education, vol. 5(1), pages 1-6, May.
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