Abstract:

The purpose of the research is to identify the children’s top-cognitive thinking processes of the mathematical activities in which the supernova processes are supported and to reveal the teacher’s observations and thoughts in the process. The research methods are used by research methods. The observation and conversation method is used to collect data, the data is recorded with a video camera. After the data was transcripted, it was coded and analyzed within the framework of the Cambridgeshire Independent Learning (C.Ind.Le) Coding Scheme. The findings obtained are collected under top-cognitive information and top-cognitive editing categories. Similarly, the opinions of the teacher about the observations he made in the class were assessed in the framework of the same categories. The findings of the study showed that as the process progresses, children show more superior cognitive behavior. In addition, it has been observed that children show the highest cognitive behavior towards monitoring. Thus, the inclusion of upper cognitive processes in the learning process in the early age has clearly revealed how children support their upper cognitive skills. The superior cognitive skills that children show in the learning process and the teacher's opinions have provided evidence that superior cognitive skills can be supported in early age.

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