Encouraging Self-Regulated Learning in Kindergarten

Authors

DOI:

https://doi.org/10.23947/2334-8496-2022-10-2-111-120

Keywords:

child, educator, kindergarten, self-regulation, learning

Abstract

This paper presents a part of the research carried out among educators in Slovenian kindergartens on the self-
regulated learning of children in kindergarten and the role of educators in this process. The aim of the research was to find out how educators self-assess their knowledge of self-regulated learning in relation to their level of education, workplace (educator and assistant educator), and work experience. The research was conducted in June and July 2021 via the 1Ka website for online surveys. The questionnaire was sent by e-mail to the kindergarten directors throughout Slovenia. One-way analysis of variance indicates that there are no significant differences on the scale of knowledge about self-regulation and self-regulated learning in relation to the level of education, F (4, 494) = 0.96, p> 0.05. One-way analysis of variance indicates that there are statistically significant differences on the scale of knowledge about self-regulation and self-regulated learning in relation to work experience, F (3, 495) = 3.20, p = 0.023. LSD post hoc test was applied to examine the differences between individual groups. Educators and assistants with more than 31 years of service (AS = 3.62) have significantly higher results on the scale compared to those with up to 10 years of service (AS = 3, 40). as well as in relation to those with work experience from 11 to 20 years (AS = 3.39). Educators and assistants with more than 31 years of service (AS = 3.62) have significantly higher results on the scale compared to those with up to 10 years of service (AS = 3,40). ) as well as in relation to those with work experience from 11 to 20 years (AS = 3.39).

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Published

2022-08-31

How to Cite

Gomerčić, L., & Lepičnik Vodopivec, J. (2022). Encouraging Self-Regulated Learning in Kindergarten. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 10(2), 111–120. https://doi.org/10.23947/2334-8496-2022-10-2-111-120

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Plaudit

Received 2022-04-25
Accepted 2022-07-20
Published 2022-08-31