© 2009 International Institute of Anthropology
© 2009 Reports of Prehistoric Research Projects
© 2009 The authors
© 2009 Lolita Nikolova
© 2009 Ernst Pernicka
© 2009 Reports of Prehistoric Research Projects
© 2009 The authors
© 2009 Lolita Nikolova
© 2009 Ernst Pernicka
| Approach to Enculturation in Prehistory and in Present 60th Birth Anniversary of Ian Hodder Complied and edited by Lolita Nikolova and Ernst Pernicka Reports of Prehistoric Research Projects 9 (2009) in collaboration with Stratum, Chisinau, Moldova Contents |
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Metacognition and the Use of Inner Speech in Children’s Thinking: A Tool Teachers Can Use
Andrea Zakin, Lehman College, The City University of New York,
andrea.zakin@lehman.cuny.edu
.pdf file from Journal of Education and Human Development Vol. 1, Issue 2, 2007
Comment: The article is republishing in RPRP 9 with permission of JEHM and the author.
Abstract
Teachers frequently dismiss children’s self-directed speech as distracting classroom behavior. Yet, if teachers
could envision self-talk as active constructivist activity intrinsic to metacognitive understanding, they could
use inner speech as a tool to help students control and enhance their cognitive performance. Inner speech, a
component of L.S. Vygotsky’s learning theory, plays a self-regulatory and self-instructional role for all types of
learners. Studies on inner speech are examined to understand its potential role as a key metacognitive
instructional strategy in inquiry oriented approaches to art, mathematics, and literacy education. These
investigations found that inner speech helps students with the self-regulation of cognitive behavior and
development.
Hence, this paper highlights the application of a metacognitive approach to the instruction of math, literacy,
and art, recognizing that inner speech is an underutilized and cost-effective educational resource that
teachers can readily incorporate in their pedagogy.
Andrea Zakin, Lehman College, The City University of New York,
andrea.zakin@lehman.cuny.edu
.pdf file from Journal of Education and Human Development Vol. 1, Issue 2, 2007
Comment: The article is republishing in RPRP 9 with permission of JEHM and the author.
Abstract
Teachers frequently dismiss children’s self-directed speech as distracting classroom behavior. Yet, if teachers
could envision self-talk as active constructivist activity intrinsic to metacognitive understanding, they could
use inner speech as a tool to help students control and enhance their cognitive performance. Inner speech, a
component of L.S. Vygotsky’s learning theory, plays a self-regulatory and self-instructional role for all types of
learners. Studies on inner speech are examined to understand its potential role as a key metacognitive
instructional strategy in inquiry oriented approaches to art, mathematics, and literacy education. These
investigations found that inner speech helps students with the self-regulation of cognitive behavior and
development.
Hence, this paper highlights the application of a metacognitive approach to the instruction of math, literacy,
and art, recognizing that inner speech is an underutilized and cost-effective educational resource that
teachers can readily incorporate in their pedagogy.