The Analysis of Conceptual Approaches to the Monitoring

2024 vol 1

The Analysis of Conceptual Approaches to the Monitoring of Metacognitive Processes of Junior Schoolchildren

Emma Kostanyan

Summary

Key words: metacognition, junior schoolchild, cognition, teaching, teaching methods

It is quite natural that in the educational process, within various academic subjects, the junior  schoolchildren face a number of such difficulties as new types of tasks, mixed orientations in unfamiliar situations and so on. When we conduct research on the existing approaches, we come to the conclusion that it is necessary to manage metacognitive processes in order to ensure the cognitive level of junior schoolchildren. Those processes imply mechanisms in which the student has developed certain skills, as s/he consciously selects and performs actions that will lead to solving the assigned problems and identifying appropriate answers to the questions asked. In this article metacognitive processes are discussed not in the context of one academic subject, but in the context of all the academic subjects that are taught in elementary school. Due to metacognitive processes, the interdisciplinary ties within the subjects developing in the elementary school is also important. In addition, due to the metacognitive skills, the junior schoolchildren are able to apply the knowledge about one subject in the context of another subject.

One of the components of managing the metacognitive processes of junior schoolchildren is the development of skills for the controversial understanding of new academic material, which excludes mechanical process. In the context of managing metacognitive processes, junior schoolchildren develop abilities with the help of which they not only learn academic material, but also create an environment for consolidating their knowledge.

DOI: https://doi.org/10.58726/27382915-2024.1-228

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