However, more than 65 per cent said they get children to contribute to their own learning at least once a month.
The survey questions form part of a project exploring children’s engagement with their online learning journals and their developing metacognition, which is being led by University College London and Manchester Metropolitan University.
Responses to the survey revealed that practitioners most commonly talk to children about their learning journey, closely followed by writing down children’s comments. Half of those surveyed said children take photos and 17 per cent let children record videos.
When asked how they support children to think and talk about their learning, 89 per cent of respondents said they encourage conversations between children, while 84 per cent model thinking and problem solving and 81 per cent provide opportunities for children to explain their ideas.
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