Metacognition: History, measurements, and the role in early childhood development and education

被引：27

作者：

Chen, Shiyi ^{[1
]}

McDunn, Benjamin A. ^{[2
]}

机构：

[1] Univ Idaho, Coll Agr & Life Sci, Margaret Ritchie Sch Family & Consumer Sci, Moscow, ID 83843 USA

[2] Univ Idaho, Coll Letters Arts & Social Sci, Dept Psychol & Commun Studies, Moscow, ID 83843 USA

来源：

LEARNING AND MOTIVATION | 2022年 / 78卷

关键词：

Metacognition; Early childhood; Educational psychology; METASTRATEGIC KNOWLEDGE; SCIENCE-EDUCATION; SELF; CHILDREN; STUDENTS; INTERVENTION; TEACHERS; THINKING; INSTRUCTION; PERFORMANCE;

D O I：

10.1016/j.lmot.2022.101786

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

The goal of this article is to review the empirical evidence of metacognition and its role in early childhood development and education. Metacognition is the ability to monitor and regulate one's thinking, which supports meaningful, life-long learning. Metacognition is well studied in elementary and higher education; however, it is often overlooked in early childhood. This paper synthesizes research studies from the last few decades to provide readers with a conceptual understanding of the history, development, measurements, applications, and future directions of metacognition in the early years.

引用

页数：15

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