Children’s cognitive and metacognitive performance during early childhood: Rate of growth and individual differences

Abstract

The aim of the present longitudinal study was to describe the development of children’s cognitive (CP) and metacognitive performance (MP) in logical thinking tasks during kindergarten and first grade as well as to detect potential individual differences during this early developmental period. A sample of 103 children was individually examined at three time points: (a) in the fall of kindergarten, (b) in the spring of kindergarten, and (c) in the fall of the first grade of elementary school. Latent growth curve analysis was conducted. Results showed that, children’s CP and MP improved with age. When children entered preschool, their CP was higher compared to their MP in logical thinking tasks. However, it was found that children’s MP improved more rapidly during the period under investigation (from kindergarten to first grade). During the fall of kindergarten, significant individual differences were observed among children in both CP and MP. Significant individual differences were found only in the rate of children’s MP. Educational implications of the findings are discussed, especially for preschool age.