Development and use of metacognitive abilities in childhood: observational patterns

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Published: Dec 21, 2014
DOI: https://doi.org/10.17060/ijodaep.2014.n1.v5.705
Keywords:
Metacognitive abilities obsevational methodology childhood learning

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Elena Escolano-Pérez
Universidad de Zaragoza
Martha Leticia Gaeta-González
Universidad Popular Autónoma del Estado de Puebla
Mª Luisa Herrero-Nivela
Universidad de Zaragoza

Abstract

The aim of this study is to determine the development and use of metacognitive skills in children studying 1st, 2nd and 3rd early education in Mexico, these courses are equivalent to 4, 5 and 6 years old. The use of observational methodology is optimal in this study because of the participant’s age, the usual environment (the school context) and behavior. This observational design is classified as nomothetic, monitoring and multidimensional. Children must solve a problem game individually. This activity is recorded and analyzed in order to detect the sequence of metacognitive skills are used during their resolution and displayed. The results show the use of metacognitive skills solving the task along the three ages studied. As age increases the frequency and variety of metacognitive skills increases and also their use in combination with more complex cognitive strategies. These results show the existence and development of metacognitive skills in early age corroborating another recent works performed with observational methodology. Children in this age group have a metacognitive knowledge, therefore is important to incorporate educational activities related to these skills into the curriculum along differents educational levels.

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How to Cite
Escolano-Pérez, E., Gaeta-González, M. L., & Herrero-Nivela, M. L. (2014). Development and use of metacognitive abilities in childhood: observational patterns. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 5(1), 453–462. https://doi.org/10.17060/ijodaep.2014.n1.v5.705
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Vol. 5 No. 1 (2014): THE POWER OF EMOTIONS: POSITIVE PSYCHOLOGY
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Articles
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