Metacognition in Primary Education – A Journey of Self-Awareness in Learning

Abstract

Metacognition has become, in contemporary pedagogy, one of the most fertile directions of research and practice, being associated with the development of students' autonomy, with the efficiency of learning strategies and with the formation of a system of knowledge of one's own cognitive process. In primary classes, where the first structures of reflective thinking are outlined, metacognition is not just a theoretical concept, but a formative experience that shapes the way the child relates to school tasks, to emotions and to limits manifested in learning. Metacognition is gradually built through explicit guidance, modeling and constant reflection.