Degree Name
PhD (Doctor of Philosophy)
Program
Early Childhood Education
Date of Award
12-2025
Committee Chair or Co-Chairs
Jane Broderick
Committee Members
Pam Evanshen, Ruth Facun-Granadozo, Seong Bock Hong
Abstract
In response to an increased focus in the field of early childhood on inquiry-based practices and metacognition, this qualitative study was designed to investigate a variety of approaches to planning and facilitating classroom inquiry. Additionally, this research was designed to discover the ways in which metacognitive strategies are used in preschool classrooms to foster the learning process. Using teacher interviews, classroom observation, and analyses of teachers’ planning documents in a multiple case study design, this study focused on five Reggio-inspired classrooms to investigate the planning and teaching practices of preschool teachers related to inquiry-based learning. Of importance was their use of metacognitive strategies and documentation of children’s learning to support preschool teaching and learning.
The study yielded six major themes: 1) constructivist teaching philosophy, 2) use of the environment, 3) teacher/child interactions, 4) teacher planning practices, 5) metacognitive language, and 6) representations of thinking. The findings demonstrated that many elements of a constructivist approach to teaching and learning were present in every case, yet certain components of teacher metacognitive practices that contributed to classroom inquiry were missing in some classrooms.
This study suggests that teachers’ abilities to observe children’s play, interpret child thinking, and develop their own hypotheses about children’s ideas are critical elements of teacher planning that support inquiry-based learning. This research provides suggestions for helping teachers distinguish interest-based learning from inquiry-based learning practices and makes recommendations for professional development that can support educators in developing stronger classroom inquiry.
Document Type
Dissertation - unrestricted
Recommended Citation
Carter, Jessica, "Learning to Think, Thinking to Learn: A Qualitative Investigation of Inquiry-Based Learning and Metacognition in Preschools" (2025). Electronic Theses and Dissertations. Paper 4593. https://dc.etsu.edu/etd/4593
Copyright
Copyright by the authors.
