On the Possibilities of Metacognitive Functions Development in Children of Preschool Age from the Cultural-Historical Psychology Perspective

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Abstract

The analysis of literature on the problem of metacognitive development of preschoolers is presented. The ideas on metacognition presented in the works of J. Flavell the founder of metacognitive psychology and in modern psychological literature are analyzed; the author's definition of metacognition is presented. The theoretical justification of the metacognitive development of preschool children in the cultural-historical theory framework is given. For the first time it is shown that the preconditions of the metacognitive functions are formed in the preschool years and a specially organized training can contribute to the metacognitive development of children. The hypothesis of the possibilities of focused metacognitive functions formation in preschool children by the means of mastering the dialectical tools and mental activities is formulated.

General Information

Keywords: metacognition, development of metacognitive processes, preschool children, the means of self-regulation of cognitive activity of preschoolers

Journal rubric: Developmental Psychology

Article type: scientific article

For citation: Chernokova T.E. On the Possibilities of Metacognitive Functions Development in Children of Preschool Age from the Cultural-Historical Psychology Perspective. Kul'turno-istoricheskaya psikhologiya = Cultural-Historical Psychology, 2009. Vol. 5, no. 4, pp. 70–75. (In Russ., аbstr. in Engl.)

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Information About the Authors

Tat'yana E. Chernokova, PhD in Psychology, Associate Professor of the Department of Pedagogy and Psychology, Northern (Arctic) Federal University named after M.V. Lomonosov, Severodvinsk branch, Humanitarian Institute, Severodvinsk, Russia, ORCID: https://orcid.org/0000-0001-6033-027X, e-mail: tattyana-chernokova@yandex.ru

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