Samoregulacja w uczeniu się. (Nie)możliwa w kulturze współczesnej szkoły na etapie klas początkowych?

Self‑regulatory and metacognitive abilities are recognised as fundamental to an individual’s functioning, and the development of self‑regulation in early childhood is often considered an early determinant of success in later life. Pre‑school and school experiences are causally linked to the emergence of advanced cognitive abilities that underpin the development of self‑regulatory abilities. Despite growing evidence that early childhood is an important period for the development of self‑regulation and that kindergarten and school can be a space for acquiring proficiency in learning and stimulating self‑regulatory and metacognitive strategies, unfortunately, this is often not the case in the implementation of everyday educational practices. The aim of this article is to present the problem of supporting the development of self‑regulatory and metacognitive activities at school. In creating a metaframe of the problem particular attention was paid to the tropes emerging from L.S. Vygotsky’s sociocultural concept. The use of specialised developmental programmes, such as Tools of the Mind (Bodrova, Leong), the Development of Learning Self‑dependence (Zuckerman, Venger), Raven Feuerstein’s programme of instrumental support for self‑control and self‑regulation (Instrumental Enrichment), which focus on building early self‑regulatory skills in children, encourages the creation of conditions and spaces for supporting self‑regulatory activity early in institutional education. The article also discusses an example of an innovative programme implementing the development of self‑regulated learning in a Lithuanian school.