META-COGNITIVE SELF-REGULATION AS A COMPONENT OF META-COGNITION OF SENIOR PRESCHOOL-AGE CHILDREN
| Autor: | Hryhorii Skovoroda State Pedagogical Univercity in Pereiaslav-Khmelnytskyi, Tamiliia Dotsevych |
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| Rok vydání: | 2020 |
| Předmět: | |
| Zdroj: | Psychological journal. 6:66-74 |
| ISSN: | 2414-004X 2414-0023 |
| DOI: | 10.31108/1.2020.6.2.6 |
| Popis: | The article highlights the most controversial issues regarding the problem of the meta-cognitive self-regulation of senior preschool-age children. There are meta-cognitive processes responsible for managing the progress of a current intellectual activity. The role of meta-cognitive abilities, which control and regulate cognitive processes for perceived information processing and occupy a higher level in relation to them, is considered. Meta-cognitive abilities, being the basis of intellectual reflection, help an individual to arbitrary control his/her cognitive resources. In addition, meta-cognitive abilities contain regulatory processes, which are responsible for coordinating cognitive activities of various forms, changing strategies and methods of information processing, and terminating or changing any intellectual operation. Attention is focused on the role of reflection in meta-cognition, the problems of self-regulated cognitive activities, which are discussed mainly in the context of children’s education. However, reflection at the preschool age cannot be a means regulating an activity. Therefore, investigations of reflection significantly enrich the field of meta-cognition and allow studying the possibilities to form children’s meta-cognitive processes at the preschool age. Attention is also drawn to the fact that the concept of “a preschooler’s cognitive activities”, used in psychology, means that activities are carried out by an agent who independently initiates and controls cognition, and a result of these activities. Consequently, the meta-cognitive processes begin to develop at the preschool age. Meta-cognition is manifested in a child’s all activities, when a preschooler purposefully learns the surrounding reality: experimenting, observing, reading books, talking with adults, etc. The literature analysis shows that the buds of reflection necessary for voluntary self-regulation are already developed at the preschool age, and reflexive abilities can be ascertained at 6-year-old children. This suggests that the prerequisites of reflection, which are formed at the preschool age, should be sufficient for self-regulation of cognitive processes. |
| Databáze: | OpenAIRE |
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