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- Young children spend as much time on an unimportant aspect of a problem as they do on the main point, while older children start to learn to prioritize and gauge what is significant and what is not. As a result, they develop metacognition.
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Feb 5, 2024 · Training kids to use it proactively to overcome obstacles, it turns out, can be a powerful tool. More and more studies are suggesting that kids who are taught to use metacognitive strategies early on are more resilient and more successful, both in and out of school.
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Metacognition: Children in middle and late childhood also have a better understanding of how well they are performing a task, and the level of difficulty of a task. As they become more realistic about their abilities, they can adapt studying strategies to meet those needs.
- Susan Tyler
- 2020
Metacognition. Children in middle and late childhood also have a better understanding of how well they are performing a task, and the level of difficulty of a task. As they become more realistic about their abilities, they can adapt studying strategies to meet those needs.
May 1, 2024 · A metacognition-for-memory factor appears generalizable in middle childhood. It has been debated whether children’s metacognitive monitoring and control processes rely on a general resource or whether metacognitive processes are task specific.
During middle and late childhood children make strides in several areas of cognitive function including the capacity of working memory, their ability to pay attention, and their use of memory strategies. Both changes in the brain and experience foster these abilities.
Cognitive skills continue to expand in middle and late childhood as thought processes become more logical and organized when dealing with concrete information. Children at this age understand concepts such as past, present, and future, giving them the ability to plan and work toward goals.
The present study is designed to measure early metacognition comprehensively by examining its stability, depth, and breadth in young children using both observational and declarative-based (i.e., articulation of metacognitive processes) developmentally sensitive measures across contexts.
