Development and Evaluation of Metacognition in Early Childhood Education
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| Title: | Development and Evaluation of Metacognition in Early Childhood Education |
|---|---|
| Language: | English |
| Authors: | Chatzipanteli, Athanasia, Grammatikopoulos, Vasilis, Gregoriadis, Athanasios |
| Source: | Early Child Development and Care. 2014 184(8):1223-1232. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Early Childhood Education, Metacognition, Educational Strategies, Learning Activities, Preschool Education, Cognitive Development, Child Development, Thinking Skills, Educational Practices, Skill Development |
| DOI: | 10.1080/03004430.2013.861456 |
| ISSN: | 0300-4430 |
| Abstract: | The aim of the present study is to provide information and suggest ways to improve and evaluate metacognition in early childhood. Metacognition is important to learning and knowledge transfer and preparing students to become lifelong learners is a main aim of schooling. The engagement of young students in metacognitive thinking is considered necessary, as they seem capable of developing fundamental forms of metacognition after the age of three. The development of metacognitive skills helps young children to become thoughtful about their learning process. Specifically, the implementation of interesting activities in an enjoyable manner that develops young children's high-order thinking could help them to enhance metacognitive skills and become effective learners. Physical activities during reciprocal and self-check teaching styles are such activities that could guide young students to reflect on their own learning and realise what they are doing. |
| Abstractor: | As Provided |
| Number of References: | 61 |
| Entry Date: | 2014 |
| Accession Number: | EJ1030634 |
| Database: | ERIC |
| Abstract: | The aim of the present study is to provide information and suggest ways to improve and evaluate metacognition in early childhood. Metacognition is important to learning and knowledge transfer and preparing students to become lifelong learners is a main aim of schooling. The engagement of young students in metacognitive thinking is considered necessary, as they seem capable of developing fundamental forms of metacognition after the age of three. The development of metacognitive skills helps young children to become thoughtful about their learning process. Specifically, the implementation of interesting activities in an enjoyable manner that develops young children's high-order thinking could help them to enhance metacognitive skills and become effective learners. Physical activities during reciprocal and self-check teaching styles are such activities that could guide young students to reflect on their own learning and realise what they are doing. |
|---|---|
| ISSN: | 0300-4430 |
| DOI: | 10.1080/03004430.2013.861456 |
