The Development of Metacognition: How it Defines and How it can be Done | Chapter 9 | An Overview of Literature, Language and Education Research Vol. 9

The development of metacognition is illustrated by five studies. They are defined as self-management skills, metacognitive knowledge and metamemory. The development of metacognition begins at preschool-aged children in a variety of classroom activities. There is now consensus amongst researchers that metacognition consists of both metacognitive knowledge and the processes of regulation and control of cognition. These researchers provide evidence of young children’s awareness of and capability to understand mental activity to regulate cognition and emotions.

 

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.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v9/4233

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.

Please see the link here: https://stm.bookpi.org/PLLER-V6/article/view/13705