ABSTRACT
This chapter seeks to answer the question: What is metacognition and why is it worth investing time and energy in developing metacognitive skills in children when there are so many other pressures in the primary classroom? The chapter starts with a definition of metacognition, drawing from some of the key literature in the field. Reference to classroom practice is used to illustrate what the theory actually might look like in practice. Metacognition is the knowledge of cognitive processes. Metacognitive knowledge is defined as what we know about ourselves as a thinker and learner. As children develop a greater understanding of how they learn and begin to apply this knowledge to other learning, their self-esteem can be improved and barriers to learning can sometimes be identified and overcome. The chapter then identifies the benefits of taking this metacognitive approach for the pupils, the teacher and for the whole school. The chapter concludes with a summary of the key features.
