Chernokova T.E. The Development of the Structure of Metacognition at Preschool Age

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Keywords: structure of metacognition metacognitive development structural and dialectical approach preschool children metacognitive knowledge Gnostic goal setting simulation of cognition conditions cognitive action programming self-control

To cite this article:

Chernokova T.E. The Development of the Structure of Metacognition at Preschool Age // Preschool Education Today. 2016, Issue 1 - p. 46–55.

This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)

2016, 1

Tatiana E. Chernokova
PhD in Psychology, Associate Professor of Pedagogy and Psychology, Northern (Arctic) Federal University named after M.V. Lomonosov, Institute of the Humanities, Severodvinsk, Russia

Abstract

The article presents the results of a study into the structure of metacognition in preschool years. The methods used included metacognitive conversation and experiments. The experiment consisted of introducing a problem situation, discussing a plan of action with a child, implementing the plan, summing up the results. A total of 80 children of 4-7 years were surveyed. It was shown that preschool age is a sensitive period for children’s metacognitive development, with the age of 5-6 years being the most significant one. When in their senior preschool age kids begin to form a dialectic understanding of cognitive activity as a dynamic system which includes conflicting characteristics. 5-7 year-old children are able to set themselves a dialectic task aiming to perceive the specific properties of an object, its relationships with surrounding objects and possible directions of development. Older preschoolers are in a position to identify possible educational tools based on internal and external factors, and to draw up long-term programs of logical actions that involve different options for problem solving. They also display elements of meaningful self-control.