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Padmanabha, C. H. – Journal on Educational Psychology, 2020
Metacognition is an essential, but habitually ignored element of 21st century education, which aims to teach students how to learn. 'Meta' is a Greek word meaning 'after', 'behind' or 'beyond'; 'meta' is added to terms such as meta memory, meta comprehension, and metacognition. The lack of consciousness is cognitive self-regulation activities…
Descriptors: Metacognition, Reflection, Problem Solving, Taxonomy
Ahmad, Saghir; Ch, Abid Hussain; Batool, Ayesha; Sittar, Khadija; Malik, Misbah – Journal of Education and Practice, 2016
Cognitive development is the construction of thought processes, including remembering, problem solving and decision making, from childhood through adolescence to adulthood. Play contributes to cognitive development in a number of ways. It helps children to develop imaginary and memory which is essential for thinking about past, present and future.…
Descriptors: Foreign Countries, Play, Cognitive Development, Piagetian Theory
Spence, Lucy; Tanaka, Toshiya – Childhood Education, 2016
As young children enter formal schooling, they are at various points along their individual developmental paths toward literacy. Generally, their egocentric speech is becoming more social and they are building their capacity for logical thought and concrete problem-solving. This is a gradual development and teachers can support children's literacy…
Descriptors: Foreign Countries, Elementary School Students, Grade 1, Child Development
Poole, Carla; Miller, Susan A.; Church, Ellen Booth – Early Childhood Today, 2004
In this article, the authors discuss how children learn to problem solve from birth to 6 years. At 0 to 2 years, children learn to be very effective problem solvers by encouraging children's explorations and supporting their efforts to resolve difficulties. When they reach 3 years old, children enjoy experimenting with a wide variety of materials,…
Descriptors: Child Development, Developmental Stages, Piagetian Theory, Young Children
McKeough, Anne M. – 1987
An analysis of children's narrative composition and art revealed concurrent development at both a general structural level and at a fine-grained detail level. A three-part study investigated whether this general cognitive pattern would be maintained across a different range of tasks: literary composition, scientific reasoning, and working memory.…
Descriptors: Age Differences, Child Development, Cognitive Development, Cognitive Processes
Nicoll, Barbara – 1996
In order to promote critical thinking in young children, particularly children ages 5-8, teachers need to understand skills and dispositions of critical thinkers. This paper discusses these skills, dispositions, and the appropriate classroom climate, within the context of pedagogy, along with learning activities for kindergarten and primary…
Descriptors: Child Development, Class Activities, Classroom Techniques, Conflict Resolution
Thornton, Stephanie – 1995
The developmental increase in the ability to solve problems is a puzzle. Does it come from basic changes in mental skills, or is it a matter of practice? This book from the Developing Child series synthesizes recent research examining children's problem-solving skills development. Chapter 1 presents the major themes: (1) there is increasing…
Descriptors: Age Differences, Analogy, Child Development, Children