Annevirta, T., & Vauras, M. (2001). Metacognitive knowledge in primary grades: a longitudinal study. European Journal of Psychology of Education
Bakeman, R. (2000). Behavioural observation and coding. In H. T. Reis, & C. M. Judd (Eds.), Handbook of research in social and personalty psychology. New York: Cambridge University Press.
Bakeman, R., & Gottman, J. M. (1997). Observing Interaction, 2nd Ed. Cambridge: Cambridge University Press.
Biemiller, A., & Meichenbaum, D. (1998). Nuturing independent learners: Helping students to take charge of their learning. Cambridge, MA: Brookline Books.
Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy abilities in kindergarten. Child Development
Blöte, A. W., Resing, W. C. M., Mazer, P., & Van Noort, D. A. (1999). Young children’s organizational strategies on a same—different task: a microgenetic study and a training study. Journal of Experimental Child Psychology
, 21–43. doi:10.1006/jecp.1999.2508
Boekaerts, M. (1999). Self-regulated learning: where we are today. International Journal of Educational Research
, 445–457. doi:10.1016/S0883-0355(99)00014-2
Bronson, M. B. (2000). Self-regulation in early childhood. New York: The Guilford.
Brooker, L. (1996). Why do children go to school?: consulting children in the reception class. Early Years, 17(1), 12–16.
Brown, A. L. (1987). Metacognition, executive control, self-regulation and other more mysterious mechanisms. In F. E. Weinert, & R. H. Kluwe (Eds.), Metacognition, motivation and understanding (pp. 65–116). Hillsdale, NJ: Erlbaum.
Brown, R., Pressley, M., Van Meter, P., & Schuder, T. (1996). A quasi-experimental validation of transactional strategies instruction with low achieving second-grade readers. Journal of Educational Psychology
, 18–37. doi:10.1037/0022-06184.108.40.206
Clark, E. V. (1978). Strategies for communication. Child Development
, 953–959. doi:10.2307/1128734
Corno, L. (2001). Volitional aspects of self-regulated learning. In B. J. Zimmerman, & D. J. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives(2nd ed.). Mahwah, N.J.: Erlbaum.
Cultice, J. C., Somerville, S. C., & Wellman, H. M. (1983). Preschoolers’ memory monitoring: Feeling of knowing. Child Development
, 1480–1486. doi:10.2307/1129810
Deloache, J. S., Sugarman, S., & Brown, A. L. (1985). The development of error correction strategies in young children’s manipulative play. Child Development
, 125–137. doi:10.2307/1130180
Dignath, C., Buettner, G., & Langfeldt, H.-P. (2008). How can primary school students learn self-regulated learning strategies most effectively? a meta-analysis of self-regulation training programmes. Educational Research Review
Efklides, A. (2006). Metacognition and affect: what can metacognitive experiences tell us about the learning process? Educational Research Review
, 3–14. doi:10.1016/j.edurev.2005.11.001
Elias, C. L., & Berk, L. E. (2002). Self-regulation in young children: is there a role for sociodramatic play? Early Childhood Research Quarterly
(2), 216–238. doi:10.1016/S0885-2006(02)00146-1
Featherstone, S., & Bayley, R. (2001) Foundations of Independence. Featherstone Education
Flavell, J. H. (1979). Metacognition and cognitive monitoring: a new area of cognitive developmental inquiry. The American Psychologist
, 906–911. doi:10.1037/0003-066X.34.10.906
Flavell, J. H. (1987). Speculations about the nature and development of metacognition. In F. E. Weinert, & R. H. Kluwe (Eds.), Metacognition, motivation and understanding. London: Erlbaum.
Flavell, J. H., Beach, D. R., & Chinsky, J. M. (1966). Spontaneous verbal rehearsal in a memory task as a function of age. Child Development
, 283–299. doi:10.2307/1126804
Fitzsimmons, G. M., & Bargh, J. A. (2004). Automatic Self-regulation. In R.F. Baumeister, & K.D. Vohs (Eds.), Handbook of Self-Regulation: research, theory and applications. NY: Guilford.
Garner, R. (1988). Verbal-report data on cognitive and metacognitive strategies. In C. E. Weinstein, E. T. Goetz, & P. A. Alexander (Eds.), Learning and study strategies: issues in assessment, instruction and evaluation. San Diego: Academic Press.
Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). Behaviour rating of executive function. Florida, USA: Psychological Assessment Resources, Inc.
Goldin-Meadow, S. (2002). Constructing communication by hand. Cognitive Development, 17, 1385–1405.
Goldman, R., Pea, R., Barron, B., & Derry, S. J. (Eds.). (2007) Video research in the learning Sciences. Mahwah, N.J.: Lawrence Erlbaum.
Hattie, J. A., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: a meta-analysis. Review of Educational Research, 66, 99–136.
Iiskala, T., Vauras, M., & Lehtinen, E. (2004). Socially shared metacognition in peer-learning? Hellenic Journal of Psychology, 1, 147–178.
Istomina, Z. M. (1975). The development of voluntary memory in preschool age children. Social Psychology, 13, 5–64.
Justice, E. (1986). Developmental changes of relative strategy effectiveness. The British Journal of Developmental Psychology, 4, 75–81.
Karpov, Y. V. (2005). The neo-vygotskian approach to child development. Cambridge: Cambridge University Press.
Kreutzer, M. A., Leonard, S. C., & Flavell, J. H. (1975). An interview study of children’s knowledge about memory. Monographs of the society for research in child development
Mitchell, L., Wylie, C., & Carr, M. (2008). Outcomes of early childhood education: Literature review. New Zealand: Ministry of Education.
Moyles, J., Paterson, F., & Kitson, N. (2003). It wasn’t as bad as i thought! learning from reflective dialogues. In J. Moyles, et al. (Ed.), Interactive teaching in the primary school. Maidenhead, Berks: Open University Press.
Nelson, T. O., & Narens, L. (1994). Why Investigate Metacognition. In J. Metcalfe, & A. P. Shimamura (Eds.), Metacognition: Knowing about knowing. Cambridge, MA: MIT Press.
Nisbett, R. E., & Wilson, T. D. (1977). Telling more than we can know: verbal reports on mental processes. Psychological Review
, 231–259. doi:10.1037/0033-295X.84.3.231
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction
, 117–175. doi:10.1207/s1532690xci0102_1
Pape, S. J., & Wang, C. (2003). Middle school children’s strategic behaviour: classification and relation to academic achievement and mathematical problem solving. Instructional Science
, 419–449. doi:10.1023/A:1025710707285
Perels, F., Merget-Kullmann, M., Wende, M., Schmitz, B., & Buchbinder, C. (2008). Improving self-regulated learning of pre-school children: Evaluation of training for kindergarten teachers. The British Journal of Educational Psychology.
Perry, N. (1998). Young children’s self-regulated learning and contexts that support it. Journal of Educational Psychology
(4), 715–729. doi:10.1037/0022-06220.127.116.115
Perry, N., Vandekamp, K. O., Mercer, L. K., & Nordby, C. J. (2002). Investigating teacher-student interactions that foster self-regulated learning. Educational Psychologist, 37, 5–15.
Pine, K. J., Lufkin, N., & Messer, D. (2004). More gestures than answers: children learning about balance. Developmental Psychology
(6), 1059–1067. doi:10.1037/0012-1618.104.22.1689
Pino Pasternak, D. (2006). Analysing parent-child interactions during study-related activities and their impact on children’s self-regulated learning. Paper presented at the second meeting of the EARLI SIG 16: Metacognition, University of Cambridge, U.K.
Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching and assessing. Theory into Practice
, 219–225. doi:10.1207/s15430421tip4104_3
Reder, L. M. (Ed.). (1996) Implicit memory and metacognition. Mahwah, N.J.: Lawrence Erlbaum.
Ponitz, C. E. C., McClelland, M. M., Jewkes, A. M., Connor, C. M., Farris, C. L., & Morrison, F. J. (2008). Touch your toes! Developing a direct measure of behavioral regulation in early childhood. Early childhood Research Quarterly, 23,
Reder, L. M. (Ed.). (1996) Implicit memory and metacognition. Mahwah, N.J.: Lawrence Erlbaum.
Rothbart, M. K., Ahadi, S. A., Hershey, K. L., & Fisher, P. (2001). Investigations of temperament at three to 7 years: the children’s behaviour questionnaire. Child Development
(5), 1394–1408. doi:10.1111/1467-8624.00355
Rothbart, M. K., Posner, M. I., & Kieras, J. (2006). Temperament, attention and the development of self-regulation. In K. McCartney, & D. Phillips (Eds.), Blackwell handbook of early childhood development. Oxford: Blackwell.
Ruffman, T., Garnham, W., Import, A., & Connoly, D. (2001). Does eye gaze indicate implicit knowledge of false belief? Charting transitions in knowledge. Journal of Experimental Child Psychology, 80,
Schneider, W., & Lockl, K. (2002). The development of metacognitive knowledge in children and adolescents. In T. J. Perfect, & B. L. Schwartz (Eds.), Applied Metacognition. Cambridge: Cambridge University Press.
Schneider, W., & Pressley, M. (1997). Memory development between two and twenty (2nd ed.). Mahwah, N.J.: Erlbaum.
Schunk, D. H., & Zimmerman, B. J. (1994). Self-regulation of learning and performance. Hillsdale, N.J: Lawrence Erlbaum.
Siegler, R. S. (1996). Emerging minds: the processes of change in children’s thinking. Oxford: Oxford University Press.
Son, L. K., & Schwartz, B. L. (2002). The relation between metacognitive monitoring and control. In T. J. Perfect, & B. L. Schwartz (Eds.), Applied metacognition. Cambridge, UK: Cambridge University Press.
Sylva, K., & Wiltshire, J. (1993). ‘The impact of early learning on children’s later development: a review prepared for the RSA inquiry ‘Start Right’ ’. European Early Childhood Education Research Journal
, 17–40. doi:10.1080/13502939385207331
Sylva, K., Melhuish, E. C., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The effective provision of pre-school education (EPPE) Project: Technical paper 12—the final report: Effective pre-school education. London: DfES/Institute of Education, University of London.
Thorpe, K. J., & Satterly, D. J. H. (1990). The development and inter-relationship of metacognitive components among primary school children. Educational Psychology
, 5–21. doi:10.1080/0144341900100102
Vauras, M., Iiskala, T., Kajamies, A., Kinnunen, R., & Lehtinen, E. (2003). Shared regulation and motivation of collaborating peers: a case analysis. Psychologia: An International Journal of Psychology in the Orient
, 19–37. doi:10.2117/psysoc.2003.19
Veenman, M. V. J. (2005). The assessment of metacognitive skills: What can be learned from multi-method designs. In C. Artelt, & B. Moschner (Eds.), Lernstrategien und Metakognition: Implikationen für Forschung und Praxis. Berlin: Waxmann.
Veenman, M. V. J., & Spaans, M. A. (2005). Relation between intellectual and metacognitive skills: age and task differences. Learning and Individual Differences
, 159–176. doi:10.1016/j.lindif.2004.12.001
Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: conceptual and methodological considerations. Metacognition and Learning
, 3–14. doi:10.1007/s11409-006-6893-0
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: Harvard University Press.
Wang, M. C., Haertel, G. D., & Walberg, H. J. (1990). What influences learning? a content analysis of review literature. The Journal of Educational Research, 84, 30–43.
Weinert, , & Schneider, W. (1999). Individual development from 3 to 12: Findings from the Munich Longitudinal Study. Cambridge: Cambridge University Press.
Whitebread, D. (1999). Interactions between children’s metacognitive processes, working memory, choice of strategies and performance during problem-solving. European Journal of Psychology of Education
Whitebread, D., Anderson, H., Coltman, P., Page, C., Pino Pasternak, D., & Mehta, S. (2005a). Developing independent learning in the early years. Education, 3–13(33), 40–50.
Whitebread, D., Coltman, P., Anderson, H., Mehta, S., & Pino Pasternak, D. (2005b). Metacognition in young children: Evidence from a naturalistic study of 3–5 year olds. Paper presented at 11th EARLI international conference, University of Nicosia, Cyprus.
Whitebread, D., Bingham, S., Grau, V., Pino Pasternak, D., & Sangster, C. (2007). Development of metacognition and self-regulated learning in young children: the role of collaborative and peer-assisted learning. Journal of Cognitive Education and Psychology, 3, 433–455.
Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In P. Pintrich, M. Boekaerts, & M. Zeidner (Eds.), Handbook of self-regulation. Orlando, FL: Academic Press.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In P. Pintrich, M. Boekaerts, & M. Zeidner (Eds.), Handbook of self-regulation. Orlando, FL: Academic Press.
Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structural interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614–628.
Zimmerman, B. J., & Schunk, D. H. (2001). Self-regluated learning and academic achievement (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.