Identify children with weak inhibition skills in kindergarten and provide intervention or training programs to support later monitoring accuracy¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Based on the finding that kindergarten inhibition predicted less overconfident monitoring almost two years later, the authors recommend identifying children with poorly developed inhibition skills in kindergarten and supporting them with intervention or training programs targeting EF skills. The rationale is that improving early inhibition might also foster more accurate monitoring skills and consequently academic achievement.

Design Implications¶

Context¶

Requirements¶

• Intervention or training programs targeting early inhibition skills in kindergarten, with identification of children whose inhibition is not well developed

Constraints¶

• The authors present this as an assumption to be addressed in future research, not as a tested intervention effect; the study itself was longitudinal-correlational

Target Learners¶

• Kindergarten children (5- to 6-year-olds), especially those with inhibition difficulties

Target Learning Goals¶

• Accurate metacognitive monitoring and, consequently, academic achievement

Affordances¶

• Inhibition Enables Thorough Monitoring Account

Related Strategies¶

Examples¶

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Key Sources¶

• Sonja Kälin, Claudia M. Roebers. (2022). Longitudinal associations between executive functions and metacognitive monitoring in 5- to 8-year-olds. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09306-x