Preschool « learntolearn

The Role of Language in the Development of Metacognition

by Fran

The Development of Metacognitive Knowledge in Children and Education

Author:

Noboru Kobayashi, M.D., Pediatrician, Director, Child Research Net
October 30 2009

http://www.childresearch.net/projects/brain/01_08.html

A short excerpt:

“Not surprisingly, the development of theory of mind and metamemory are clearly shown to be strongly influenced by language. Moreover, language abilities at the ages of 3 and 4 significantly contribute to metamemory ability at the age of 5. It has been demonstrated that the early acquisition of high theory of mind competencies affects the acquisition of metacognitive language (vocabulary), for example, in the use of words such as “guess” and “think.”

Metamemory that is expressed in language, or declarative metamemory, is already present in preschool children and is thought to develop in stages during the elementary school years. It is related to the declarative knowledge that recalls facts in language, as mentioned above. Here, declarative metamemory refers to metamemory mediated by language and is opposed to what is called procedural metamemory. Even after entering puberty, metacognition is thought to continue to develop to enable the reading, comprehension, and memorization of complex texts.”

Beliefs About Learning Development Executive Function Metacognition Preschool

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How, When and Where Do Students Begin to Use Their Voices for Learning?

by Fran

I just finished a post on my Dialogue blog about being “Open to Learning” that was addressed to Educational Leaders. It consisted of excerpts from a pdf and video by Viviane M J Robinson,

The University of Auckland, an expert on school based communication. This particular link addresses the ways in which educational leaders/administrators can communicate with teachers about learning.

file:///C:/Users/Owner/Downloads/Open-to learning_Conversations_Background_Paper_In%20(1).pdf

As I finished the post and began to think about students’ voices, I began to wonder where the awareness of having a “voice” in one’s education/learning begins. When and How do students learn to speak about their learning to those who have the power to respond to their views, interest and concerns? And when/where to they learn to be silent?

I’ve been spending a lot of time lately in preschool and kindergarten. Maybe that is a good place to start to understand how children/learners (students?) begin to think and talk about learning, their learning.

Beliefs About Learning Collaborative Learning Learning How to Learn Preschool Student Voices

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Connecting the “Zone” and Kids as Executive Learners

by Fran

Here’s an interesting connection to a popular educational reference–Zone of Proximal Development

http://about.uniteforliteracy.com/2016/02/the-zone-of-proximal-goofing-around/

Beliefs About Learning Classrooms and Context Community Learning How to Learn Metacognition Preschool

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When do/could/should kids begin being “metacognitive?”

by Fran

Here’s an excerpt to help you consider that question:

http://dbassett.blogspot.com/2015/01/a-great-articleself-regultation-is-meta.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+ReflectionsOnMeta-cognition-ForEducatorsByEducators+%28Reflections+on+Meta-cognition+-+For+Educators+by+Educators%29

Research: How self-regulation can boost student achievement
Preschool programs that teach self-regulation skills may help boost student achievement in math and other subjects, according to a recent study published in Early Childhood Research Quarterly. Researchers found that such lessons produced even better results among disadvantaged students. The Oregonian (Portland) (1/6)

Classrooms and Context Frameworks/Research Learning How to Learn Preschool

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