Example Of Critical Pedagogy Case Study

Metacognition can be referred to as “thinking about thinking.” This process comprises of two components. According to Reese (12), metacognition consists of regulation and knowledge. Metacognition development has some strategies that help children become more efficient and powerful in their learning because it assists them in finding information. When children learn about how to approach certain problems, they are able to figure out how to approach the problems in future. For children, metacognition development develops over time, and this usually depends upon a knowledge base. Before the children can learn the different metacognition strategies, they do not use tactics like planning that empower them to solve their own glitches. Small children cry, as a result, when they encounter problems that they cannot solve.

Observation

I remember one of my nephews when he was about two years old. I used to buy him the small ball so that he could play with them. I used to hide the small balls in cups and ask him to identify the cups that had the balls. Initially, he used to get challenged, and he could just guess. Over time, he knew how to spot the cups that had the balls.

Reflection

Initially, I could not figure out how the child could not identify the cups until I realized that the child had not developed strategies to identify the cups. After some time, the child could identify the cups with the balls. This is because the child had developed strategies to identify the difference in the weight of the cups. This shows that children can remember and use the previous evidence and be purposeful in their activities. Once they have learnt one strategy, then it is difficult for them to forget. The more the strategies that the children have, the easier for them to apply them more precisely.

Works cited

Reese, H. W. (1996). Advances in child development and behavior: Volume 26. San Diego, Calif: Academic Press.