Metacognition in Young Children

Author: Shirley Larkin
Publisher: Routledge
ISBN: 1135220441
Format: PDF, ePub, Docs
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Metacognition is known to be an important factor in academic achievement; however it is also important in a wider life context. The ability to reflect upon how we are thinking can help us to make wiser decisions in all aspects of our life. This book addresses how metacognition might be fostered in young children. Examining theories of particular relevance to primary school age children the author combines her empirical work over the last 8 years with the work of other researchers to show that children of all ages display metacognitive processing, given the right kind of environment. Drawing on evidence from psychology and education, Metacognition in Young Children brings together international research from different curriculum areas. As well as the traditional areas of science, mathematics and literacy, the author considers metacognition in physical education, art, drama and music. The book argues for a development of metacognition theory, which takes account of wider contextual and political factors. This book includes: Real classroom examples, taking account of the whole child, socio-cultural context and the curriculum Practical examples of developing metacognition across the curriculum Advice on building metacognitive environments in the classroom Development of metacognition theory Essential reading for educational psychology and research students, this book will appeal to trainee and practising teachers with an interest in facilitating young children’s development into wise and thoughtful adults. It offers practical advice supported by theory and evidence.

Trends and Prospects in Metacognition Research

Author: Anastasia Efklides
Publisher: Springer Science & Business Media
ISBN: 9781441965462
Format: PDF, ePub, Docs
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Trends and Prospects in Metacognition presents a collection of chapters dealing principally with independent areas of empirical Metacogition research. These research foci, such as animal metacognition, neuropsychology of metacognition, implicit learning, metacognitive experiences, metamemory, young children's Metacogition, theory of mind, metacognitive knowledge, decision making, and interventions for the enhancement of metacognition, have all emerged as trends in the field of metacognition. Yet, the resulting research has not converged, precluding an integration of concepts and findings. Presenting a new theoretical framework, Trends and Prospects in Metacognition extends the classical definitions offered by Flavell and Nelson to carry the prospect of more integrated work into the future. By opening the possibility to cross the boundaries posed by traditionally independent research areas, this volume provides a foundation for the integration of research paradigms and concepts and builds on the relationship between metacognition and consciousness, while integrating basic with applied research.

Metacognitive Approaches to Developing Oracy

Author: Roy Evans
Publisher: Routledge
ISBN: 1317996240
Format: PDF, Mobi
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The acquisition of speech and language represent significant achievements for all children. These aspects of child development have received substantial attention in the research literature and a considerable body of theoretical knowledge exists to chart progress from infancy to maturity. Cross-cultural studies have identified the common purposes served by the acquisition of oral language by children, and the essential similarity in the sequence through which speech develops irrespective of geography and culture. What is less clear is precisely ‘how’ children learn to say what they mean and ‘how’ teachers and parents can support and enhance the development of meaningful speech in their children. Until now, children’s speech has been underused as a means of promoting learning in the formal school setting. New requirements within the National Curriculum are trying to address this gap, but there remains a lack of clarity as to what this means for practice, and how it relates to the broad base of curricular objectives. This book brings together a body of work, from different countries; it offers an improved understanding of how strategies for developing speaking and listening may impact metacognitive awareness, and raise standards of literacy and dialogic thinking for all children. This book was previously published as a special issue of Early Child Development and Care.

International Handbook of Psychology in Education

Author: Karen Littleton
Publisher: Emerald Group Publishing
ISBN: 1848552327
Format: PDF, ePub, Mobi
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Suitable for researchers, practitioners and advisers working in the fields of psychology and education, this title presents an overview of the research within the domain of psychology of education. It focuses on typically developing school-age children, and addresses the issues relating to specific learning difficulties.

Foundations of Metacognition

Author: Michael J. Beran
Publisher: Oxford University Press
ISBN: 0199646732
Format: PDF
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Metacognition refers to the awareness individuals have of their own mental processes (also referred to as ' thinking about thinking'). In the past thirty years it has become a significant interdisciplinary area of research in the cognitive sciences. The Foundations of Metacognition is concerned with three particular issues central to the topic of metacognition; do nonhuman animals process the ability to monitor their own mental actions? If metacognitionis unique to humans, then at what stage in development does it occur; how can we distinguish between cognitive and metacognitive processes? This book brings together leading cognitive scientists carrying outwork in developmental psychology, animal behaviour, and philosophy, and is intended for students and researchers in cognitive and developmental psychology, as well as philosophy of mind.

Applied Metacognition

Author: Timothy J. Perfect
Publisher: Cambridge University Press
ISBN: 9780521000376
Format: PDF, Docs
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Up-to-date overview of relation between theories in metacognition and their real-world application.

Wie kleine Kinder schlau werden

Author: John Caldwell Holt
Publisher: Beltz
ISBN: 9783407228550
Format: PDF, Docs
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Ausgehend von der Beobachtung des kindlichen Spielens erläutert der Autor, wie Kinder denken und lernen.

Metacognition in Science Education

Author: Anat Zohar
Publisher: Springer Science & Business Media
ISBN: 9789400721326
Format: PDF, Mobi
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Why is metacognition gaining recognition, both in education generally and in science learning in particular? What does metacognition contribute to the theory and practice of science learning? Metacognition in Science Education discusses emerging topics at the intersection of metacognition with the teaching and learning of science concepts, and with higher order thinking more generally. The book provides readers with a background on metacognition and analyses the latest developments in the field. It also gives an account of best-practice methodology. Expanding on the theoretical underpinnings of metacognition, and written by world leaders in metacognitive research, the chapters present cutting-edge studies on how various forms of metacognitive instruction enhance understanding and thinking in science classrooms. The editors strive for conceptual coherency in the various definitions of metacognition that appear in the book, and show that the study of metacognition is not an end in itself. Rather, it is integral to other important constructs, such as self-regulation, literacy, the teaching of thinking strategies, motivation, meta-strategies, conceptual understanding, reflection, and critical thinking. The book testifies to a growing recognition of the potential value of metacognition to science learning. It will motivate science educators in different educational contexts to incorporate this topic into their ongoing research and practice.

Metacognition and theory of mind

Author: Eleonora Papaleontiou-Louca
Publisher: Cambridge Scholars Publishing
ISBN:
Format: PDF, Mobi
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This little book aims to clarify and give a synoptic description of both the notions of 'Metacognition' and 'Theory of Mind', as well as a short comparison of these two 'hot' scientific topics. After giving the theoretical framework of the concept of 'Metacognition', it describes a number of practical suggestions of how educators of all levels can enhance their students' metacognitive abilities in practice. Then it analyzes all the basic aspects of the concept of 'Theory of Mind' and its relation to Language. Finally, it tries to combine the two theoretical concepts, i.e. 'Metacognition' and 'Theory of Mind', by making some helpful clarifications and identifying their major similarities, differences and convergences. In this way, the author hopes strongly to contribute to the resume of the Literature Review in a concise and handy volume, and wishes to help all the interesting parts, scholars and teachers, to do their own insights and improvements (theoretical and practical) in these crucial areas.