Метакогнитивне компоненте као предиктори постигнућа предшколске деце у задацима решавања проблема
Metacognitive components as predictors of preschool children’s performance in problem-solving tasks

Summary/Abstract: The aim of the study was to examine the relation between metacognitive components,declarative and procedural metacognitive knowledge and cognitive regulation, and preschoolchildren’s performance in different problem solving tasks – hidden pictures, classifying andsorting, the same and the different, estimation, patterns, dot-to-dot, mazes and memory tasks.The sample consisted of 347 preschool children aged 3–6. The results showed that childrenwith highly developed metacognitive abilities, declarative and procedural metacognitiveknowledge, cognitive monitoring and self-regulation of cognitive strategies, were moresuccessful and efficient in resolving problem tasks. This relation was stronger in olderchildren and in more complex tasks.

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