Metacognitive Experiences – Taking Account of Feelings in Early Years Education

Abstract

Whilst metacognition develops with age and experience, it is opportunity and need to be metacognitive which facilitate its development. Drawing on international research, this chapter argues that the affective domain is often neglected in programmes designed to facilitate metacognitive development in children. The introductory section gives a brief outline of metacognition theory and provides evidence from empirical research to show how theory is related to educational practice. The chapter then focuses on the role of metacognitive experiences in the development of metacognition and the importance of emotional responses in learning. The final section draws on the author’s own empirical research to demonstrate how metacognitive experiences might be facilitated in early years education.