ABSTRACT
No one method of facilitating metacognition in young children will suffi ce for all contexts. We know that learning is infl uenced by many factors, some of which may appear to be individual, but all are related to the learning environment in one way or another. In the last chapter we saw how teachers’ beliefs might impinge on the way they construct learning environments conducive to developing metacognition. However, before children ever get to school they have been immersed in learning environments provided at home, play groups and informal play situations with peers and siblings. Learning is always situated in a context and the features of that context can have marked effects on the way learning happens and on what is learned.
