Abstract
The analysis of Metacognitive skills is a key element to guide the learning process. Current research has shown the initiation of these skills from an early age. The present study had two aims: (1) to validate a Scale Measuring Precursor Metacognitive Skills (SMPMS) in children with diverse disabilities, and (2) to study possible significant different between different disabilities in precursor metacognitive skill use. We worked with 87 children with different disabilities, with an average age range of 24–37 months. The results have shown high indicators of reliability and validity of the SMPMS. We isolated two factors related to cognitive and metacognitive and self-regulation skills response to an adult. We also found significant differences in the acquisition of metacognitive and self-regulation skills among children with global developmental retardation as compared to children with expressive language and comprehension disability.
Highlights
Metacognition is a concept that has been introduced by Flavell [1], and it means to engage in reflection about the own cognition
Regarding Research Issue 1, content validity of the Scale Measuring Precursor Metacognitive Skills (SMPMS) was estimated through expert opinion
In accordance with the results of the analysis, four items were eliminated: Item 4.1. (The child reflects on the process of task resolution), Item 4.2 (The child can reflect on the response to a task and, if it is wrong, corrects it with a slight intervention by the adult), Item 4.3 (The child can reflect on the response to a task and, if it is wrong, corrects it spontaneously), and Item 4.4 (The child knows what kind of strategies to use to solve a task) because these behaviors would be difficult to analyze due to the developmental characteristics of the target population
Summary
Metacognition is a concept that has been introduced by Flavell [1], and it means to engage in reflection about the own cognition. Various models in the scientific literature have attempted to explain the development of metacognitive skills, among them, the sequential model of Zimmerman [3] This model focuses on the relationship between planning strategies prior to task execution, orientation strategies during task execution, and the assessment strategies after task completion, include a social perspective and a regulation component [3,4]. Another relevant model is that of Nelson and Narens [5], based on task-solving processes and on feedback about the resolution circuit. Strategy correction of erroneous execution takes place at the meta-level
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