color: rgb(13, 13, 13);">As a preschool teacher currently pursuing my master’s degree, I have become more aware that learning is not only about what children know, but also about how they think about their own thinking. One metacognitive concept that I believe deserves more attention is Metacognitive Talk.

Metacognitive talk refers to the use of language to make thinking visible. It involves teachers and learners expressing their thoughts, strategies, and reflections during the learning process. Instead of simply giving answers, learners are encouraged to explain how they arrived at an answer, what they found difficult, and what strategies they used. This supports metacognition because it helps learners become more aware of their own thinking processes.

In early childhood education, metacognitive talk is especially important because young children are still developing their ability to reflect. Through guided conversations, teachers can model thinking processes and help children gradually become more independent and self-aware learners.

Example in Practice:

In a preschool classroom, during a simple puzzle activity, a teacher might ask questions like, “How did you know where that piece goes?” or “What can you try if it doesn’t fit?” As children respond, they begin to articulate their thinking. The teacher can also model by saying, “I am thinking this piece might go here because of the color.” This encourages children to reflect on their strategies rather than just focusing on the final answer.

References & Resources:

Short video on metacognition:

https://www.youtube.com/watch?v=RH95h36NChI

Reflection:

Metacognitive talk supports deeper learning by helping children become aware of their thinking processes. As a preschool teacher, I see that when children are guided to express their thoughts, they become more confident, reflective, and independent learners. This simple yet powerful practice can lay the foundation for lifelong learning.

Thinking About Thinking: Metacognitive Talk in Early Childhood Learning