engleski

Non-verbal indicators of metacognition in young children

This paper presents the results of a quantitative study examining indicators of early metacognitive development in young children. Children engaged in various play activities in nursery and reception classrooms were observed using video-data analysis via the Observer software. Using a observational coding scheme, non-verbal indicators of metacognitive knowledge and skill were recorded and analysed. The findings suggest that young children exhibit various non-verbal behaviours suggestive of early metacognitive skill, including goal-setting, planning and monitoring.

metacognition ; non-verbal ; young children

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