Concept mapping in kindergarten : scaffolding task understanding and metacognitive affordances in a design-based study

Thesis (Ph. D.)--University of Rochester. Margaret Warner Graduate School of Education and Human Development, 2009. Original title: Concept Mapping in Kindergarten: Scaffolding Task Understanding and Metacognitive Affordances in a Design-Based StudyThis study explores the potential for the concept map to function as a symbolic tool mediating kindergarten children’s use of metacognitive control skills, specifically planning and monitoring, in a series of adult-guided and child-directed concept mapping activities over an eight-week intervention. A design-based, mixed model research study explores the ways that children’s understanding of the meaning and purposes of the tool develop through instructional interactions, while also investigating changes in children’s metacognitive behaviors during independent concept mapping activities of varying complexity. Videotaped observations of children in large-group, small-group, and one-on-one teacher-child interactions, supplemented with field notes and teacher interviews, analyzed qualitatively, reveal explicit teacher instruction in the symbolic and communicative nature of the concept map as well as modeling, demonstrating, and explaining metacognitive strategies. Videotaped observations of independent concept mapping activities, coded to calculate frequency of observed planning and monitoring behaviors, reveal significant increases in planning elapsed time as a function of map complexity. Field notes and child self-reports support observations of children’s metacognitive activity during concept mapping. Individual differences were observed in children’s ability to create accurate propositions and reflect on their own thinking and strategic behavior. The findings extend current knowledge on the benefits and limitations of using concept mapping with young children to facilitate the use and further development of self-regulatory processes