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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
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  Data: 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
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  Data: 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.
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