유아교육과 메타인지：개념적 접근과 교육적 시사점을 중심으로 = Metacognition in Early Childhood Education：A Conceptual Approach and Educational Implications

다국어 초록 (Multilingual Abstract)

Recent psychological research results point to the development of metacognitive competence. Conceptualized as metacognitive knowledge and metacognitive self-regulation, it is the major predictable variable of academic achievement, and gives rise to an increased interest in "metacognition" as an educational prescription for learning disability. Accordingly, the instructional model of learning how to learn for efficient thinking is evaluated as an useful instrument for increasing academic achievement, and thinking ability, and also for preventing future learning disabilities. It starts from a hypothesis according to which metacognitive competence, such as self-regulation, planning, and self-monitoring, develop in the interaction with others during which the child takes charge progressively in competence at the intra-individual level. Until then, charge is taken in the inter-individual level as Vygotsky suggests.

국문 초록 (Abstract)

최근의 마음이론을 비롯한 여러 심리학 연구결과들로 인해, Piaget 연구 속에서도 간과되어 왔던 유아기의 인지능력에 대한 새로운 관점들이 제기됨에 따라, 유아 스스로 자신의 인지과정에 대해 생각하고, 스스로 문제점을 찾아내고 해결하며, 활동 후 자신의 활동을 평가함으로써 자신의 학습과정을 스스로 조절할줄 아는 메타인지능력에 관한 교육적 관심이 증가하고 있다. 본 연구는 메타 인지적 전략을 통해 사고하는 방법을 기르는 것이 성공적인 학습결과를 가져옴으로써, 점차 늘어나는 학습장애에 대한 대안으로서의 연구되어지는 메타인지(metacognition) 개념의 이론적 접근 에서부터, 최근 메타인지 능력의 개발을 위해 시도되어지는 다양한 인지교육 프로그램의 교육적 시사점에 대해 알아보았다.

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