التفكير ما وراء المعرفي لدى أطفال الروضة وتنميته باستخدام السقالات المعرفية استنادا لنظرية فايجوتسكي : بحث نوعي
The study aimed to detect metacognitive thinking at kindergarten’s children, and then promoting this thinking in its three skills (planning, monitoring, evaluation) using scaffolding as Vigotsky’s theory, and used the methodology of qualitative research (grounded theory), in this search the participants were selected from the primary children from Al-Omarya kindergarten’s school by using kindergarten (kg2), numbered 4 Girls, and 6 boys and the average age of the children was 5.4. To achieve the objective of the study it was used two methods of qualitative data collection: First, the semi-structured interview with open-ended questions, and adopted the Falvell 1979 model and Sternberg 1987 list, and were used interview’s questions which used in Jacobs 2004 study to get out the interview’s questions, then the Face validity to the interview’s questions, the interpretative validity, theoretical validity, and descriptive validity were examined, and the principle of triangulation on several levels to check for Reliability was taken into account and it used the Inter-raters reliability between the researcher and her assistance, also used Test - Retest Reliability, there was a session named (my drawings) used to provide scaffolding by this method observation: where a group of activities built that have been used for the purposes of answering the research questions by observing any responses issued by the children to give evidences of the existence of these skills to them, and to provide scaffolding for children to raise the level of metacognition skills to them, the Face validity, the interpretative validity, theoretical validity, and descriptive validity were examined, to check for Reliability the Inter-raters reliability between the researcher and her assistance was calculated to three skills, which has been applied for twelve weeks. To analyze data, the researcher organized the data, and then classified it, then registration of the notes (memoing), and the overall rating were done, and then extracted the basic axes, then results were drafted, then it was ascertained for the principle of triangulation, which was at four levels: 1) to ensure the consistency of the results that were drawn through methods tool that have been used in data collection (interview, observation). 2) to ensure the consistency of the conclusions of the research results with previous studies results which contained in the theoretical framework. 3) to ensure the consistency of the conclusions of the research results between the three metacognition skills, 4) to ensure the consistency of the conclusions of the research results between the researcher and her assistance, and finally check the results. The result of the study shows there theoretical foundations: 1) The level of metacognitive thinking with its three skills (planning, monitoring, evaluation) at kindergarten children is low without any intervention to develop it for them. 2) Metacognitive thinking with its three skills (planning, monitoring, evaluation) can be developed among kindergarten’s children by using scaffolding on the basis of the Vigotsky’s theory. (Author’s abstract) (Marie-belle) (471 words)