Fostering Self-Awareness in Early Childhood: Definitions, Mechanisms, and Educational Implications |Chapter 3 | New Ideas Concerning Arts and Social Studies Vol. 2

This section deals with the third feature of metacognition: the self-awareness of children. Five studies describe self-awareness as mental activity, metacognitive awareness, self-regulatory, and metacognitive knowledge. It can be constructed in a natural classroom setting for preschool-aged children, such as writing, speaking, and positive emotion growth.

 

Author (s) Details

 

Wen Ma
Department of Education, Langfang Normal University, China.

 

Wang Xiufang
Department of Education, Langfang Normal University, China.

 

Zhangbo
Department of Education, Langfang Normal University, China.

 

Please see the book here:- https://doi.org/10.9734/bpi/nicass/v2/4980

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