Abstract:

Research revealed metacognition positively affects vocabulary, reading awareness and skills, comprehension, achievement, and responsibility for learning. Evaluating the curriculum for metacognition at the pre-school level is essential to interpret and support children's school success in the following years. This study aims to evaluate the Turkish pre-school education program and modify it in a way that supports the development of metacognition. The curriculum was accessed by document analysis and examined by content analysis method. The standards were evaluated by 3 raters and consistency among the raters was calculated to nominate metacognitive components in the standards. 52% of 63 pre-school standards have the potential to support metacognitive development. Social and emotional standards can support metacognitive development the most and cognitive domain standards can support metacognitive development in a limited way. No standards were found to support metacognition in the motor development area. Of 33 standards, 16, 10, and 7 standards may pertain to metacognitive knowledge, skills, and experience, respectively. Indicators were suggested regarding metacognition theory and pedagogy. For this, What, Why, When, and How rule, the language of thinking, thinking aloud, and self-evaluation principles were utilized. It is recommended to identify and disseminate the effectiveness of the renewed program.

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