Where is my attention? Children's metaknowledge expressed through drawings

The aim of the present research is to assess the developmental pattern of the metacognitive knowledge of attention in Italian primary school students. Data were collected from 95 pupils divided into two age groups: the first (6-8 years) and second primary school cycles (8-10 years). The children wer...

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Bibliographic Details
Published in:Educational psychology (Dorchester-on-Thames) 2016-04, Vol.36 (4), p.616-637
Main Authors: Pezzica, Sara, Pinto, Giuliana, Bigozzi, Lucia, Vezzani, Claudio
Format: Article
Language:English
Subjects:
Age Differences
Attention
Child Behavior
Child psychology
classroom attention
Coding
Cognitive Processes
Educational psychology
Elementary School Students
Emotional Response
Eye Movements
Fisher Exact Probability Test
Foreign Countries
Freehand Drawing
Human Posture
Interpersonal Relationship
Italy
Metacognition
Pragmatics
Social Development
Statistical Analysis
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Summary:The aim of the present research is to assess the developmental pattern of the metacognitive knowledge of attention in Italian primary school students. Data were collected from 95 pupils divided into two age groups: the first (6-8 years) and second primary school cycles (8-10 years). The children were asked to perform two specific thematic drawings on attention vs inattention in the school context. The drawings were coded on the basis of the Children's Awareness of Attention through Drawing, consisting of five scales which explore the behavioural, pragmatic, cognitive, emotional and social awareness of attention. The analysis of the thematic drawings reveals that from the early years of primary school, children are aware of some components of attention: behavioural awareness, pragmatic awareness and social awareness. Other components are instead acquired as of the age of eight.
ISSN:0144-3410
1469-5820
DOI:10.1080/01443410.2014.1003035