Alkuopetusikäisen parin spontaanin metakognition kehitys yhteistoiminnallisen kirjoittamisen kontekstissa

The purpose of our case study is to enhance the understanding of spontaneous metacognition by describing how the self-directed, spontaneous metacognition of a pair of primary school children (ages 7–8) develops within the context of collaborative writing over the course of the first two years of school. The data consists of the pair’s conversations during three writing lessons in both the first and second grades. The children’s spontaneous metacognitive speech was analyzed from the transcribed conversation using a theoretical approach. Overall, the spontaneous metacognition of thestudent-pair developed: both metacognitive, emotional and motivational regulation advanced during the two school years in the context of collaborative writing. The case study provides the teacher and student teacher with a basis for reflection on guiding spontaneous metacognitive skills.