Intrinsic Metacognitive Enablers

**83**

**Chapter 6**

*Nosisi Nellie Feza*

**Abstract**

**1. Introduction**

Self-Regulation in Early Years of

Learning Mathematics: Grade

Shared and Aligned

and how they contribute to independent learning.

R Observed Self-Efficacy Skills

Numeracy development of young learners has been proven to be innate. Research asserts how 6 months old infants were able to subitise group of quantities. The inner ability integrate itself with their curiosity as they develop further. Kammii also asserts that young children develop autonomy through their observations and curiosity of figuring out events. This indicates that, children have natural independent abilities for learning. However, schooling seems not to be able to maintain this. This chapter demonstrates through clinical interviews how this independent discovery occurs and such observations can be used to observe trends that inform Grade R/reception class numeracy instruction. Intellectual autonomy as presented by Piaget and Kammii is used to analyse students' data to elicit trends and themes that influence instruction to maintain self-regulation in their development. This chapter employs qualitative enquiry in getting insight to student's intuitions

**Keywords:** independent learning, numeracy, autonomy, self-efficacy, intuitions

their world in order to navigate it safely, know it and conquer it.

Independent learning is a powerful skill needed by all students across nations to achieve and reach educational levels that will address societal challenges and eradicate poverty. The fourth industrial revolution demands creative thinkers to make connection between technology and soft skills. This cannot be realised if students are highly dependent on educators for their own learning. However, many students do not possess these skills. The sad thing is that these skills are natural skills a child is born with as they try to venture their world. New born babies are explorers of

Literature suggests that active participation of children in their mathematics development lead to improved performance especially for children from low socio economic backgrounds [1, 2]. This active participation is promoted through games and resulted in increased number development of young children [1, 3, 4]. This chapter capitalises on these innate abilities and intuitions of children as bases for their independent learning and mathematics development. Young children have natural curiosity and elasticity to learn new ideas and explore new things.
