Metacognition, which refers to the process of reflecting on ones thinking plays a role in effective

teaching and learning that centers around children. It empowers students by encouraging them to take
a role in their education promoting not deep understanding but also lifelong skills for learning.

According to Boekaerts and Corno (2005) have argued that students must be actively engaged in the
learning process. Students should be able to plan, monitor, regulate, and control their cognitive
procedures with respect to their attitudes and behaviors. Studies conducted by Dunlosky et al. (2013)
have indicated that employing strategies like self-testing and summarization significantly improves
information retention and comprehension. This holds relevance in child centered education where the
emphasis lies on nurturing students’ autonomy and self-directed learning. Integrating metacognition
into child centered teaching yields benefits. As an educator I perceive it as a tool, for cultivating
reflective learners who actively participate in their own learning process. Metacognition provides
students, with the skills to assess their understanding recognize areas where they may be lacking
comprehension and use strategies to fill those gaps. In a classroom that prioritizes the needs of children
this fosters independence and a feeling of responsibility towards their learning aligning seamlessly with
the belief, in nurturing thought. Moreover, metacognition plays a role, in fostering the development of
thinking abilities. By encouraging students to question their thinking processes educators can guide
them towards analysis and evaluation of concepts. Wolters (2003) identified the self-regulated learners
as the persons who have the cognitive, metacognitive abilities as well as motivational beliefs required to
understand, monitor, and direct their own learning. As someone aspiring to be a child centered
educator my vision revolves around creating an environment where students not absorb information
but engage in critical assessment leading to holistic cognitive growth. Additionally, metacognition holds
importance in self-regulated learning, which’s a fundamental aspect of child centered pedagogy.
Zimmerman’s research (2002) suggests that metacognitive abilities empower students to set goals plan
strategies and monitor their progress. These skills are invaluable in cultivating a growth mindset and
fostering resilience when faced with challenges. As I contemplate my role as an educator, I find
inspiration in the idea of guiding learners towards becoming proactive navigators of their educational
journeys.

To conclude it is undeniable that metacognition serves as a linchpin for child centered teaching and
learning. As I begin my career, as a teacher I am dedicated to incorporating techniques into my teaching
methods. My goal is to empower students, with not knowledge but the skills to understand, evaluate
and actively participate in the world around them.