Cross Cultural Indicators of Independent Learning in Young Children: A Jordanian Case

  title={Cross Cultural Indicators of Independent Learning in Young Children: A Jordanian Case},
  author={Qais Almeqdad and Firas Al-Hamouri and Rafe’a A. Zghoul and Ayoub Al-Rousan and D. Whitebread},
  journal={The Spanish Journal of Psychology},
Abstract This study attempts to explore the level of Independent Learning (IL) amongst a sample of Jordanian preschoolers. Behaviors of sixty preschool children aged 5–6 years old were observed and rated by their teachers against an Arabic version of the Children’s Independent Learning Development (CHILD 3–5) observational instrument to explore the independent learning among young children according to their gender, engagement level, parental education and the size of their families. The… Expand
1 Citations
Children’s Independent Learning Development Checklist 3-5 (CHILD 3-5): Validity and Reliability Study for The Turkish Form
The aim of this study is to investigate the psychometric properties of the Turkish form of Children’s Independent Learning Development Checklist (CHILD 3-5), developed by  (Whitebread et al., 2009)Expand


Investigation of Dimensions of Social-Emotional Classroom Behavior and School Readiness for Low-Income Urban Preschool Children
Abstact The present study identified higher order relationships among teacher assessments of approaches to learning and emotional and behavioral adjustment constructs for low-income urban preschoolExpand
Influences on children's competence in early childhood classrooms
Abstract The purpose of the study was to examine the contributions of classroom context (activity settings, teacher behavior, contact with peers and teachers) to children's cognitive and socialExpand
Relating quality of center-based child care to early cognitive and language development longitudinally.
Higher quality child care was related to higher measures of cognitive development, language development, and communication skills across time, even after adjusting for selected child and family characteristics. Expand
First Grade and Educational Attainment by Age 22: A New Story1
Studies of the persistence of social stratification rely heavily on students’ experience in secondary schools. In this study, outcomes for a randomly selected panel of Baltimore children, followedExpand
Development of Metacognition and Self-Regulated Learning in Young Children: Role of Collaborative and Peer-Assisted Learning
The authors present findings from a large 2-year study exploring the development of self-regulatory and metacognitive abilities in young children (aged 3 to 5 years) in educational naturalisticExpand
Developing independent learning in the early years
This paper describes a research project currently running in Cambridgeshire Foundation Stage settings exploring the development of independent learning in young children. In the first year theExpand
Metacognitive knowledge in primary grades: A longitudinal study
The purpose of this longitudinal study was to explore the development of metacognitive knowledge in primary grade children (6–9 years, n=196) from pre-school to third grade. Knowledge about cognitiveExpand
Young children's self-regulated learning and contexts that support it.
Writing and portfolio activities provided a context for examining relations between classroom contexts and young children's self-regulated learning (SRL). Data collection spanned 6 months andExpand
Family influences on the cognitive development of profoundly deaf children: exploring the effects of socioeconomic status and siblings.
Deaf children with a greater number of older siblings aged ≤12 years showed inferior memory span, inhibition, belief understanding, picture-sequencing accuracy, and mental-state language, suggesting that they failed to compete successfully with older siblings for their parents' attention and material resources. Expand
Aspects of pedagogy supporting metacognition and self-regulation in mathematical learning of young children: evidence from an observational study
This article reports on evidence collected within a UK study concerning metacognition in young children in the 3–5-year age range within mathematical contexts. Young children were video-recorded on aExpand