Case Study Name: Course: Lecturer: City State: Introduction Metacognition is the “thinking about thinking.” Also metacognition takes different forms. For instance it includes knowing how and when learning strategies are used. According to (Chatzipanteli & Gregoriadis 2014) metacognition contains two components. The components are the regulation of cognition and information about recognition. According to psychologists metacognition is a survival tool. Moreover metacognition thinking about the particular individual’s thinking process. For example a student may be thinking about his or her studying skills and memory capabilities. Also it involves being in a position to monitor one’s learning. There are usually various categories of metacognitive knowledge. According to (Chatzipanteli & Gregoriadis 2014) the types of metacognition knowledge include; content knowledge task knowledge and strategic knowledge. Regarding content knowledge an individual understands his or her full capabilities. On the other hand task knowledge involves contemplating the complexity of a task. The complex that need to be implemented to help the early childhood thus the project helps me identify the most suitable project putting into consideration the metacognitive skills of learning. Through the study I will be in a position to evaluate the suitable resources in the fit. The resources may be primary or secondary depending on the complexity of the project. Moreover through the study I will be in a position to review and examine the finding of the Action Project. Also the study will help me identify the most appropriate program to integrate with the project. References Chatzipanteli A. & Gregoriadis A. (2014). Development and evaluation of metacognition in early childhood education. Early child development and care 184(8) 1223-1232.Johnson J. & Al-Mansour. (2013). Play in early childhood education. Handbook of Research on the Education of Young Children 3rd ed. New York: Routledge 265-274. Santrock J. (2012). LIFESPAN DEVELOPMENTAL PSYCHOLOGY. Psychology. [...]
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