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Psychological-Educational Studies

Former Title: Psychological Science and Education psyedu.ru

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139

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

License: CC BY-NC 4.0

Started in 2009

Published quarterly

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Open Access Journal

 

The development of Self-control of Cognitive Activity in Preschool Age 1725

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
We discuss the problem of self-control formation in the context of metacognitive development of children. The hypothesis of the study was that in the preschool age, the structure of self-cognition begins to form, which includes anticipating, process and final self-control. The aim of the study was to identify the dynamics of self-control of cognitive activity in the preschool years. We used an experimental technique in which children were asked to identify the problem and plan of the learning activities, implement it and evaluate the results. The study involved 60 children aged 4 to 7 years. In all age groups higher rates of current and total self-control were found, but the most intensive dynamics were identified in terms of predictive self-control. In the preschool age children occasionally show a formal self-control. At the age of 5-6 years old, the children start to develop the self-control structure, and significant correlations were found between the indicators of current and final self. The most advanced children demonstrate meaningful self-control. This is due not only to the development of self-awareness, arbitrariness and traditionally described cognitive processes, but also to the development of dialectical thinking and metacognitions.

Keywords: metacognition, self-control structure, anticipatory, final and process self-control, pre-school children, structural and dialectical approach

Column: Developmental Psychology

DOI: https://doi.org/10.17759/psyedu.2014060407

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