Development and Evaluation of Metacognition in Early Childhood Education

Autor/inn/en	Chatzipanteli, Athanasia; Grammatikopoulos, Vasilis; Gregoriadis, Athanasios
Titel	Development and Evaluation of Metacognition in Early Childhood Education
Quelle	In: Early Child Development and Care, 184 (2014) 8, S.1223-1232 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2013.861456
Schlagwörter	Early Childhood Education; Metacognition; Educational Strategies; Learning Activities; Preschool Education; Cognitive Development; Child Development; Thinking Skills; Educational Practices; Skill Development + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lehrstrategie; Lernaktivität; Pre-school education; Vorschulerziehung; Kognitive Entwicklung; Kindesentwicklung; Denkfähigkeit; Bildungspraxis; Kompetenzentwicklung; Qualifikationsentwicklung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10