Learning by thinking during play: The power of reflection to aid performance

Coupled with reflection, play leads to the development of thinking dispositions and promotes deep learning and understanding. The twenty-first century world demands that children learn how to learn by becoming reflective, self-regulating inquirers capable of metacognition (thinking about thinking)....

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Bibliographic Details
Published in:Early child development and care 2016-03, Vol.186 (3), p.480-496
Main Author: Salmon, Angela K.
Format: Article
Language:English
Subjects:
Academic Achievement
Action Research
Australia
Child Care Centers
Child Development Centers
curiosity
dialogic thinking
Executive Function
executive functions
Foreign Countries
habits of mind
Intentional Learning
intentional teaching
Metacognition
metacognitive
Observation
Personality Traits
Reflection
scaffolding
Scaffolding (Teaching Technique)
self-regulated
self-regulating
thinking dispositions
Thinking Skills
visible thinking
Workshops
Young Children
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Summary:Coupled with reflection, play leads to the development of thinking dispositions and promotes deep learning and understanding. The twenty-first century world demands that children learn how to learn by becoming reflective, self-regulating inquirers capable of metacognition (thinking about thinking). This manuscript aims to analyse how young minds work and how children conceptualise thinking so that adults can better scaffold their thinking to help them understand their world. When adults help children make their thinking visible to themselves, children are likely to be more curious, more metacognitive and to develop thinking dispositions (tendencies that guide intellectual behaviour) as they find problems and try to solve them. The author reports research findings that reveal how adults can uncover children's thinking by engaging them in reflective conversations about the thinking process that took place during play, which will eventually evolve into sustained dialogic thinking (shared theory) associated with high-quality teaching and learning.
ISSN:0300-4430
1476-8275
DOI:10.1080/03004430.2015.1032956