Mindful Monday: The Many Layers of Metacognition
Today we’re continuing the conversation: Metacognition—thinking about our thinking.
But this week, let’s zoom out and look at what the research tells us about how this skill develops, what it connects to, and why it matters so much for learning.
A friendly reminder: research is a guide, not a rulebook.
Your child wasn’t in these studies. Their brain is beautifully unique.
If what you read here fits what you see at home, wonderful—lean on it.
If not, tuck it away as background knowledge and keep getting curious about what does help.
1. Updating Skills and Metacognitive Monitoring
Summary:
In a 2023 study published in Frontiers in Psychology, researchers examined how working memory updating—the ability to replace old information with new—relates to metacognition. They found that students with stronger updating skills were also better at metacognitive monitoring (knowing when they were right or wrong and adjusting accordingly).
Why it matters:
This link highlights a critical insight: to “think about our thinking,” the brain must be able to update what it knows.
When kids can revise old ideas, swap out ineffective strategies, and adjust expectations, metacognition flourishes—and so does learning.
My Notes:
Updating isn’t just an academic skill—it’s emotional too.
Helping children pivot after mistakes, or reframe an experience, builds the same flexible neural pathways that support reflection and self-awareness.
2. Early Metacognition and School Readiness
Summary:
A 2024 study in Frontiers in Developmental Psychology explored how implicit and explicit metacognition predict school readiness. Even after controlling for age and other cognitive skills, both forms of metacognition stood out as strong predictors of learning success.
Explicit metacognition can be measured through self-reflection (“Are you sure?”).
Implicit metacognition shows up in behavior—eye gaze, hesitation, or persistence when facing a challenge.
The study also found that explicit metacognition correlated strongly with executive functions, showing how deeply intertwined these systems are.
Why it matters:
Metacognition isn’t something that suddenly appears in middle school.
It’s quietly developing in early childhood—long before formal instruction begins.When young children pause before answering, check their work, or hesitate before giving up, those are the earliest signs of metacognitive growth.
My Notes:
Instead of rushing to correct, pause to notice those small reflective moments.
Asking “What made you choose that?” or “Would you do it the same way next time?” turns early reflection into lifelong self-awareness.
3. Metacognition and Theory of Mind: A Shared Foundation
Summary:
In another study, Development of Meta-Representations: Procedural Metacognition and the Relationship to Theory of Mind, researchers explored how early procedural metacognition (awareness of what one knows without needing to explain it) connects to Theory of Mind—the understanding that others have thoughts and feelings different from our own.
Their findings? Early metacognitive monitoring skills predicted later Theory of Mind abilities, with language playing a key mediating role.
Why it matters:
This suggests that metacognition isn’t just about academics—it’s deeply social.
Understanding one’s own thinking helps children understand others’ perspectives, build empathy, and navigate social interactions more successfully.
My Notes:
Narrative language—retelling, reflecting, asking “why”—is a bridge between inner thoughts and social understanding.
The more kids talk about their thinking, the more clearly they can see the minds around them, too.
Putting It Together: Layers of Reflection
Across these studies, one pattern is clear: metacognition is not a single switch that flips on.
It’s a layered system built from early development, reflection, social interaction, language growth, and flexible thinking.
Updating supports self-monitoring.
Early reflection predicts school success.
Language links inner awareness with empathy and perspective-taking.
When we support the development of these layers, we’re not just teaching kids to “think about their thinking.”
We’re helping their brains build the tools to revise, reflect, and relate—skills that support learning and emotional well-being for life.
Bottom Line
Metacognition grows through experiences that ask the brain to check in, pause, and adjust. Check out last Tuesday’s post for actionable ways to do this.
Whether that’s a preschooler deciding to try again or a teen evaluating a plan that went sideways—each moment of awareness is brain-building.
It’s not about perfection; it’s about presence.
Because every reflective moment—no matter how small—is practice for lifelong learning.
Warmly,
Tara Roehl, MS, CCC-SLP 💛
P.S. Paid subscribers—tomorrow’s post builds on this research with actionable way to implement this research!