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

Bibliographic Data

ID21301902
AuthorsDavid M Sobel (0000-0002-6954-3623, Brown University , Providence, Rhode Island ,, corresponding author), Laura W Stricker (Brown University , Providence, Rhode Island ,), Deena Skolnick Weisberg (0000-0002-4000-4941, Villanova University , Villanova, Pennsylvania ,)
Year2022
Volume93
Issue6
Pages1804-1818
Publication date2022-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueChild Development (JOURNAL)
Journal identifiersISSN: 0009-3920 • E-ISSN: 1467-8624
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1111/cdev.13821
PMID35818844
OpenAlexW4285040746
LanguageEN
Citations received3
References cited52

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