An 8-Layer Model for Metacognitive Skills in Kindergarten

Drigas, Athanasios; Drigas, Athanasios; Kokkalia, Georgia; Economou, Alexandra · 2021 · Crossref

DOI: 10.31487/j.nnb.2021.01.01

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Summary

This review article addresses the historical underestimation of metacognitive abilities in young children, challenging traditional views that preschoolers lack awareness of their mental activities. Motivated by evidence that children as young as four possess basic understanding of memory and learning processes, the authors aim to define the cognitive and metacognitive factors influencing kindergarten education. The study proposes a new taxonomy, an 8-layer hierarchical model (pyramid), to describe the progressive development of metacognitive skills in preschoolers. This model integrates findings from cognitive psychology, neuropsychology, and philosophy to outline how children ascend through layers of cognitive complexity. The methodology involves a holistic, multi-disciplinary review of exploratory literature regarding cognitive and metacognitive knowledge in kindergarten children. The authors analyze theoretical frameworks, including Piaget’s developmental stages, Bloom’s taxonomy, and Flavell’s definitions of metacognition, to identify key cognitive precursors. Specifically, the paper examines executive functions—working memory, inhibitory control, and cognitive flexibility—as well as processing speed and attention. These factors are evaluated for their role in supporting self-regulated learning, goal-directed behavior, and academic readiness. The authors synthesize these components to define the specific cognitive and metacognitive mechanisms required for children to move from one layer of the proposed pyramid to the next. The findings indicate that metacognitive skills, such as monitoring, planning, and evaluation, emerge in early childhood and are critical for problem-solving and learning performance. The paper identifies working memory, attention control, and inhibitory control as primary executive functions that facilitate school readiness by enabling children to manage information, ignore distractions, and regulate impulses. The authors conclude that metacognition is not absent in young children but develops progressively, influenced by meaningful environments and scaffolding. The proposed 8-layer model serves as a cumulative framework where cognitive and metacognitive skills evolve based on individual effort and developmental stage. The study highlights that declarative, procedural, and conditional knowledge about cognition allows children to select appropriate strategies and adapt to task demands. The significance of this work lies in its provision of a structured, hierarchical model for understanding metacognitive development in preschoolers. By linking specific executive functions to metacognitive outcomes, the paper offers educators a framework for assessing and fostering self-regulated learning in early education. The authors argue that recognizing and supporting these early metacognitive abilities can predict later academic success and mitigate lifelong employment or mental health difficulties associated with early academic struggles. The model emphasizes that metacognition is a powerful predictor of learning performance, suggesting that educational interventions should focus on developing these skills from the kindergarten level to optimize long-term cognitive and educational trajectories.

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• executive function