Using Concept Mapping to Facilitate Metacognitive Control in Preschool Children

The purpose of this study was to explore the ways in which a concept mapping task could enhance the learning experience of preschool children by facilitating metacognitive skills involving planning, prediction, correcting errors and evaluating progress. Specifically, this study used discourse analysis from transcribed videotapes to explore child-adult interactions in three small groups as each group engaged in building a concept map about pumpkins. The targeted observations specifically focused on (1) identifying scaffolding of metacognitive control by adults during the activity and (2) seeking evidence of regulation-in-action evidenced by children’s talk and behavior. Findings suggest that the extent to which preschoolers are able to engage in metacognitive processes depends on the manner in which the activity is framed and structured by the adult overseeing the activity, highlighting the importance of the social context in fostering the effective use of “metacognitive tools.”