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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: https://doi.org/10.17759/chp

License: CC BY-NC 4.0

Started in 2005

Published quarterly

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Open Access Journal

Affiliated ISCAR

 

On the Possibilities of Metacognitive Functions Development in Children of Preschool Age from the Cultural-Historical Psychology Perspective 1492

Chernokova T.E.
PhD in Psychology, Assistant Professor at the chair of Psychology and Psychophysiology, Severodvinsk branch of Pomor State University, Severodvinsk, Russia
e-mail: tattyana-chernokova@yandex.ru

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.

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

Column: The Problem Of Development

For Reference

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