RECIPROCAL TEACHING STYLE AND METACOGNITION IN EARLY CHILDHOOD

Abstract

The aim of this study was to examine the effectiveness of the reciprocal teaching style in promoting metacognition in early childhood. Thirty eight students aged 7 years old participated in the present study. Students were divided into two groups: (i) the experimental group consisted of 22 students (9 boys and 11 girls) and (ii) the control group of 21 students (8 boys and 10 girls). Teachers in the intervention classes used the reciprocal teaching style during the execution of physical education activities and within the control group the command style, was used. Metacognition was assessed pre and post-intervention through interviews. The results imply that reciprocal teaching style is an effective way to improve metacognitive processes in early childhood. © 2015 by Nova Science Publishers, Inc. All rights reserved.