Relations between children's exploration in a children's museum and their reflections about their exploration

Datos Bibliográficos

ID21301902
AutoresDavid M Sobel (0000-0002-6954-3623, Brown University , Providence, Rhode Island ,, autor de correspondencia), Laura W Stricker (Brown University , Providence, Rhode Island ,), Deena Skolnick Weisberg (0000-0002-4000-4941, Villanova University , Villanova, Pennsylvania ,)
Año2022
Volumen93
Número6
Páginas1804-1818
Fecha de publicación2022-11-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaChild Development (JOURNAL)
Identificadores de la revistaISSN: 0009-3920 • E-ISSN: 1467-8624
EditorialOxford University Press (OUP) (PUBLISHER)
DOI10.1111/cdev.13821
PMID35818844
OpenAlexW4285040746
IdiomaEN
Citas recibidas3
Referencias citadas52

We examined 6- to 9-year-olds' (N = 60, 35 girls, 34% White, 23% Hispanic, 2% Black/African American, 2% Asian/Asian American, 22% Mixed Ethnicity/Race, 17% Unavailable, collected April–September 2019 in Providence, RI, USA) first-person perspectives on their exploration of museum exhibits. We coded goal setting, goal completion, and behaviors that reflected changes to how goals were accomplished. Whether children played collaboratively related to how often they revised behaviors to accomplish goals (OR = 2.14). When asked to reflect on their play, older children related talk about goals with behavioral revisions, demonstrating that children develop the ability to reflect on their goals when they watch their behaviors change (OR = 1.23). We discuss how these results inform the development of metacognitive reflection on learning through exploration

Cognition · Developmental psychology · Ethnic group · Metacognition · Race (biology) · Sociology · White (mutation) · Anthropology · Child and Animal Learning Development · Children's Rights and Participation · Gender Studies · Psychological and Educational Research Studies · Psychology