An action research on preschool children's self-regulation and metacognitive skills

In this study, it was aimed to develop and examine the preschool teacher researcher's practices to support children's self-regulation and metacognitive skills through action research. In this context, the changes in the teacher researcher's practices and the self-regulation and metacognitive skills of the children in her class were examined. In the study, action research method was used to support teachers' practices. Research data was collected through qualitative data collection tools as observations, reflective diary, and child artifacts. While the data of the study for children was analyzed with the Cambridgeshire Independent Learning Coding scheme, the data for the teacher was analyzed using pre-coding and axial coding methods. The research data were presented in two separate contexts as children's self-regulation and metacognition and teacher practices. As a result of the research, it was found that children demsonstrated an increase in their metacognitive knowledge, metacognitive regulation and emotion regulation skills, while teacher practices changed and developed in a way that supported children's self-regulation and metacognitive skills in terms of learning environments, activity types, instructional practices, and family participation.