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Integrating metacognition and executive function to enhance young children's perception of and agency in their learning
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DOI：10.1016/j.ecresq.2018.12.017.png)
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Abstract
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Metacognition and executive function have evolved largely in parallel across disparate disciplines. Additionally, limited empirical evidence particularly in early childhood exists integrating the two constructs. However, theories of both implicate regulation of lower-order processes providing greater flexibility to cognition and behavior by increasing focus on perceptions and understanding of one's learning and self-regulatory agency over habitual reactions to the environment and automaticity. Furthermore, considerable research identifies both metacognition and executive function as important processes that predict positive outcomes including academic achievement and learning. In the current paper, we review extant associations between early metacognition and executive function and theorize about their integration with the purpose of informing young children's ability to be active agents of their own learning and development. In addition, we argue that metacognition and executive function interventions can provide pertinent and important evidence regarding the development of enhanced perceptions of one's learning and agency. Specifically, we propose that by integrating metacognition and executive function in developmental theory, research, instruction, and interventions, children's awareness and control, or agency, in relation to their own learning can be enhanced. To this end, ways to study and integrate these skills are suggested, with an emphasis on how researchers and practitioners can bring metacognition and executive function together in early childhood to enhance perceptions of learning and agency and contribute to theory and practice across disciplinary boundaries. (C) 2019 Elsevier Inc. All rights reserved.
Keywords:
Metacognition
Executive function
Perceptions of learning
Agency
Early childhood development
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