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.

General Information

Journal rubric: Developmental Psychology

Article type: scientific article

For citation: Chernokova T.E. Metacognitive Knowledge in Self-Regulation of Cognitive Activity in Preschool Children . Kul'turno-istoricheskaya psikhologiya = Cultural-Historical Psychology, 2014. Vol. 10, no. 3, pp. 38–45. (In Russ., аbstr. in Engl.)


  1.  Veraksa A.N. "Teoriya soznaniya" i simvolizatsiya v mind without concept of mind]. Kul'turno-istoricheskaya doshkol'nom vozraste [Theory of mind and symbolization in psikhologiya [Cultural-Нistorical Psychology], 2011, no. 2, the preschool children]. Kul'turno-istoricheskaya psikhologiya pp. 66—72 (In Russ., abstr. in Engl.). [Cultural-Нistorical Psychology], 2011, no. 4, pp. 9—15 (In 4. Podd'yakov N.N., Govorkova A.F. (eds.) Razvitie mysh-Russ., abstr. in Engl.). leniya i umstvennoe vospitanie doshkol'nika [The develop­
  2.  Vygotskii L.S. Problemy razvitiya psikhiki [Problems of ment of thinking and intellectual education preschool chil­development of the mind]. Sobranie sochinenii: V 6-ti t. T.3. dren]. Moscow: Pedagogika, 1985. 200 p. Moscow: Pedagogika, 1982—1984. 368 p.
  3.  Zaporozhets A.V., El'konin D.B. (eds.) Razvitie pozna­vatel'nykh protsessov [Development of cognitive processes]. Moscow: Prosveshchenie, 1964. 352 p.
  4.  Sergienko E.A., Lebedeva E.I., Prusakova O.A. Model' psikhicheskogo v ontogeneze cheloveka [Mental model in human ontogenesis]. Moscow: IP RAN, 2009. 416 p.
  5.  Kholodnaya M.A. Psikhologiya intellekta: paradoksy issledovaniya [Psychology of intelligence: paradoxes research]. Moscow: Bars, 1997. 392 p.
  6.  Chernokova T.E. O vozmozhnostyakh razvitiya metakognitivnykh funktsii u detei doshkol'nogo vozrasta s tochki zreniya kul'turno-istoricheskoi psikhologii [On the possibilities of metacognitive functions development in chil­dren of preschool age from the of cultural-historical psycholo­gy perspective]. Kul'turno-istoricheskaya psikhologiya [Cul­tural-Нistorical Psychology], 2009, no. 4, pp. 70—75 (In Russ., abstr. in Engl.).
  7.  Chernokova T.E. Osobennosti protsessov samoregulyat­sii poznavatel'noi deyatel'nosti u detei starshego doshkol'nogo vozrasta [Features self-regulation processes of cognitive activ­ity in preschool children]. Sovremennoe doshkol'noe obrazo­vanie: teoriya i praktika [Modern Preschool Education: Theory and Practice], 2012, no. 4, pp. 62—67.
  8.  Chernokova T.E. Dialekticheskie struktury v metapoz­nanii [Dialectical structure in metacognition]. Filologiya i kul'­tura [Philology and Culture], 2013, no. 3, pp. 322—329.
  9.  Brown A. Metacognition, executive control, self-regu­lation, and other more mysterious mechanisms. In: F. Weinert,
  10. R. Kluwe (eds.) Metacognition, Motivation and Understanding. N.J.: Lawrence Erlbaum Associates, 1987. pp. 65—116.
  11. Fisher R. Thinking about Thinking: developing metacognition in children. Early Child Development and Care, 1998. Vol. 141, pp. 1—15.
  12.  Flavell J.H. Metacognition and cognitive monitoring: A new area of cognitive-development inquiry. American Psychologist, 1979. Vol. 34, no. 10, pp. 906—911.
  13.  Flavell J.H. Theory-of-Mind Development: Retrospect and Prospect. Merrill-Palmer Quarterly, 2004. Vol. 50, no. 3, pp. 274—290.
  14.  Kluwe R. Executive decisions and regulation of prob­lem solving behavior. In: F. Weinert, R. Kluwe (eds.) Metacognition, Motivation and Understanding. N.J.: Lawrence Erlbaum Associates, 1987. pp. 31—64.
  15. Lawson M.J. Being executive about metacognition. In:
  16. J.R. Kirby (eds.) Cognitive strategies and educational perform­ance. Orlando: Academic Press, 1984. pp. 89—109.
  17.  Livingston J.A. Metacognition: An Overview. [Elect­ronic resource] Available at: http: // (Accessed 21.09. 2011).
  18.  McLeod L. Young children and metacognition: Do we know what they know they? And if so, what do we do about it? Australian Journal of Early Childhood, 1997. Vol. 22, no. 2, pp. 6—11.
  19.  Schraw G., Moshman D. Metacognitive theories. Educational Psychology Review, 1995. Vol. 7, no. 2, pp. 351—371.
  20.  Veraksa A.N. Symbol as cognitive tool of mental activity. Psychology in Russia: State of the Art, 2013, no. 6, pp. 57—65.
  21.  Whitebread D., Coltman P., Pasternak D.P., Sangs­ter C., Grau V., Bingham S., Almeqdad Q., Demetriou D. The development of two observational tools for assessing metacog­nition and self-regulated learning in young children. Metacognition and Learning, 2009. Vol. 4, no. 1, pp. 63—85.
  22.  Wilson J. Defining Metacognition: A step towards recognising metacognition as a worthwhile part of the cur­riculum. Paper presented at the AARE Conference. Melbourne, 1999. [Electronic resource] Available at: http:// (Accessed 22.04. 2014).

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:, e-mail:



Total: 2501
Previous month: 11
Current month: 6


Total: 1261
Previous month: 5
Current month: 0