The Role of Other Social Beings in Metacognition: How it Defines and How it can be Done for Kindergarden Classroom | Chapter 11 | Progress in Language, Literature and Education Research Vol. 6

First, Kontos’s study explained how parent-child interaction is a necessary precursor to the child’s development of metacognitive skill [1]. In a second study, Gauvain and Rogoff [2] conducted two studies examining the collaborative problem solving among adult-child, child-child and individual child and its impact on children’s solo planning skills. A third study, Harris, Kupinski, and Johnson [3] assessed the influence of maternal teaching on the preschoolers’ categorization knowledge. A fourth study, Perry and her colleagues carried out a qualitative study exploring the teaching-learning contexts and how they fostered learners’ development of self-regulated learning [4]. Finally, Larkin [5] studied how collaborative group work among peers influenced the development of individual metacognitive processing. Collectively, the studies suggest that joint activities create spaces for children to develop metacognitive experience.

Author(s) Details:

Wen Ma,
Department of Education, Langfang Normal University, 100 Aimin West Road, Langfang, Hebei 065000, China.

Xiufang Wang,
Department of Education, Langfang Normal University, 100 Aimin West Road, Langfang, Hebei 065000, China.

Bo Zhang,
Department of Education, Langfang Normal University, 100 Aimin West Road, Langfang, Hebei 065000, China.

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