Childhood Through Adolescence: Metacognitive Development

Connecting education with good experiences will allow a child to feel secure at school and realise their full potential.

In addition the act of showing students the particular information has the effect of allowing them to create their own understanding of the text. It allows students to examine the process of discerning important information from that which is immaterial. "Since understandings cannot be transmitted, merely telling children the relationships in some topic seems unlikely to provide much of a press for understanding. Nevertheless explaining can work when…a conceptual model such as an analogy or an example can highlight what is important and make connections easier to notice" (Newton 2001).

As children get older egocentric thinking will begin to dominate in a non-logical and non-reversible way, and this will give a more developed imagination and will improve memory. The child grows into adolescents and the operational stage of cognitive development with the use of symbols and abstract concepts grows and shows more

Student achievement for children is dependent upon the mental processes that are developed and nurtured through educators, culture, and society. Society plays a major role in cognitive human growth and development. It is important for educators to understand that children need opportunities to develop and expand their cognitive abilities. Vygotsky’s theory about mental tools suggest that every child has the ability to develop skills that will enable them to think in complex ways.

Cognitive development is the term used to describe the construction of thought process, including remembering, problem solving and decision-making, from childhood through adolescence to adulthood. In this essay I will compare and contrast the theories of Piaget and Vygotsky, both of which were enormously significant contributors to the cognitive development component to/in psychology. In addition to this I will also weigh up the strengths and weaknesses of each theory and outline how they can be applied to an educational setting.

(114) This idea is significant because having cognitive flexibility helps oneself to think about solutions to problems in a different approach to think differently. To sum it up, this proves that metacognition does empower children to success by having cognitive flexibility they learn to control their feeling so they can focus and capability to make the right

In addition, metacognition allow children to succeed by developing cognitive self-control. Self-control empowers children it helps them maintain their emotion through sheer power. In chapter 3, Tough introduce Jonathan Rowan, author of "The Seven Deadly Chess

Chapter nine was all about the ways in which children outwardly display their cognitive development, the understanding of their environment through their experiences. In fact, by observing children closely in their involvement with dramatic play, use of materials, and the relationships that they form with other adults and children, we can see what we assume are indication of these thought processes developing (Cohen, 142). There are nine processes that we can observe that will help guide us into understanding a child’s cognitive development, which include, forming generalizations, the ability to differentiate, the ability to perceive similarities and differences, the ability to draw analogies, the ability to perceive cause and effect, time orientation, the ability to classify, perceiving patterns, and understanding spatial relationships.

This paper is a report of experiment and observation conducted by this writer Shelly Harryman. The date and time of observation was November 9, 2017, between the hours of 4:00 pm and 5:00 pm. The subject 's name is in the experiment are Deegan Harryman, who is a 6-year-old and Jay Harris, who is is a 10-year-old. The following information will provide a detailed analysis of the what cognitive developmental stage each child is in and why those levels determine the response each child gives. The information in this paper will reflect my personal observation and refer to the text Development Through the Lifespan by Laura Berk 2014.

In this paper, I will provide examples to distinguish between a 3-year-old preschooler and a 9-year-old student and their thinking patterns. To help with this, I will be using Piaget’s theory of cognitive development. Piaget developed the idea that children must pass through several different stages in order to get to the sophisticated thinking of adulthood. Piaget’s theory of cognitive development consisted of four stages: the sensorimotor (birth-2 years of age), pre-operational (2-7 years of age), concrete operational (7-11 years of age), and formal operational (11 years-adulthood). Therefore, this paper will distinguish between a 3-year-old preschooler in the pre-operational stage and a 9-year old student in the concrete operational

In this paper I will cover the interview that I had with a child to evaluate their overall stage of cognitive development. To figure this out, there were questions and games that based on the child's answer I could see what stage they were in. For every game the child would either conserve or not. Whether they did or did not would fit into a chart per game or question. For example: process thinking (focus on transformations), reliance on perception over logic, mechanism, and irreversibility. I hope to learn how a child thinks and compare that to what I thought before the interview, and I hope to illustrate how the child that I interviewed help me figure this out.

Children in elementary are overly optimistic about how much they can actually remember about different material they have learned, but as children become older into adolescents, their ability to use various strategies and approaches become greater in enhancing their memory in different situations. One example that I can think of that was used by my elementary school teacher in helping us learn the multiplication tables was to have us write them over and over daily to help us recall them. This basically guided me into developing a strategy to help me retain information as I grew older. I am the type of person who has to write down the information so that I can make sure to be able to remember it. There are people with different types of strategies as Paul Anderson introduced in his video on “Metacognition”. He referred to this as “VARK”, where strategies can come from being Visual, Auditory, Reading or writing and Kinesthetic (Anderson, 2009). During adolescents, using metacognitive awareness in solving mathematical problems can help them recall different formulas or steps in solving

The second domain that describes children in middle childhood is cognitive development. Unlike physical characteristics, cognitive development emphasizes on mental development of children. Cognitive development consists of information processing and language (Santrock, 2008). In the aspect of information processing, developments of memory, thinking and metacognition are experienced by children in middle childhood (Santrock, 2008). According to Papalia et al. (2009), the efficiency of working memory of children during this stage improves substantially. This means that they are able to make calculation, organize information into groups, and repeat and reverse at 5 or more numbers that they heard. Besides, children in middle childhood are able to think critically, deeply, and think in different dimension of the task during middle and late childhood (Eccles, 1999). According to the concrete operational stage in Jean Piaget’s theory, operational thinking of children in middle childhood includes four aspects which are logic, decentration,

For this paper I will be exploring Piaget's theory of cognitive development. Swiss Psychologist Jean Piaget, theorized that children progress through four key stages of cognitive development that change their understanding of the world. By observing his own children, Piaget came up with four different stages of intellectual development that included: the sensorimotor stage, which starts from birth to age two; the preoperational stage, starts from age two to about age seven; the concrete operational stage, starts from age seven to eleven; and final stage, the formal operational stage, which begins in adolescence and continues into adulthood. In this paper I will only be focusing on the

Generally Metacognition is defined as “how individual monitor and control their cognitive process” (Young & Fry, 2008). Metacognition refers to being able to reflect upon, understand, and control one’s learning. Previous accounts of metacognition have differentiated between two major components, including knowledge about cog¬nition and regulation of cognition (Brown, 1987; Flavell, 1987; Jacobs & Paris, 1987). Knowledge about cognition includes three sub processes that simplify the reflective aspect of metacognition: declarative knowledge (i.e., knowledge about self and about strategies), procedural knowledge (i.e., knowledge about how to use strategies), and conditional knowledge (i.e., knowledge