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Early Childhood Teachers’ Ratings of Metacognitive Knowledge and Behavioral Support Strategy Use in Classrooms

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Abstract

The purpose of the present study is to investigate if early childhood educators’ behavioral supports for young children are associated with their metacognitive knowledge of general problem-solving strategies. A sample of 175 Korean early childhood educators were surveyed regarding their implementation of behavioral support and meta-cognitive knowledge of five problem-solving (free production, analogy, step by step analysis, visualization, and combining) strategies. In general, early childhood educators who reported frequent implementation of general problem-solving strategies and highly evaluated the applicability and benefits of those strategies also reported active implementation of positive and proactive behavioral supports. In contrast, negative reactive behavioral strategy implementation did not have any association with general problem-solving strategies. Among the five strategies, meta-cognitive knowledge of three strategies (step by step analysis, free production, and analogy) were predictors of their use of behavioral supports in natural settings.

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Authors and Affiliations

  1. Kyung Hee University, Seoul, South Korea

    Yeon Ha Kim

  2. University of Missouri, 303 Townsend, Columbia, MO, 65203, USA

    Melissa Stormont

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  1. Yeon Ha Kim
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  2. Melissa Stormont
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Correspondence to Melissa Stormont.

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Kim, Y.H., Stormont, M. Early Childhood Teachers’ Ratings of Metacognitive Knowledge and Behavioral Support Strategy Use in Classrooms. Early Childhood Educ J 48, 181–188 (2020). https://doi.org/10.1007/s10643-019-00991-z

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  • DOI: https://doi.org/10.1007/s10643-019-00991-z

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