Metacognitive Knowledge in Self-Regulation of Cognitive Activity in Preschool Children

The paper presents results of an empirical research on the role of preschoolers' notions about cognition (metacognitive knowledge) in constructing, carrying out and controlling cognitive activity. The tasks of the research were as follows: 1) to describe features and levels of development of metacognitive knowledge and metacognitive processes in children and to reveal the relationship between them; 2) to reveal the impact of metacognitive knowledge acquisition on the development of metacognitive processes in children. Metacognitive knowledge and processes were explored with a metacognitive conversation and an experimen¬tal technique. The impact of metacognitive knowledge acquisition on metacognitive processes was studied through a developmental research that involved 40 children aged 5—6 years.

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