La Metacognición una contribución a la construcción de sentido de vida en la primera infancia

Abstract

The current research aims to show the importance of metacognition for the construction of a meaning of life in early childhood, from understanding this stage of development as vital, for self-recognition and the consolidation of thought patterns that facilitate apprehension of the environment and of the subject itself. in that sense, it will seek to reduce the contradictions of learning resulting from the ignorance of how to learn at this stage of development. To respond to this situation, there will be a documentary review of the historical development of early childhood and a discussion of theories of thought typical of metacognition and the meaning of life, which will allow to determine that if metacognition has its object in cognition and cognition is a human capacity, it is important that each individual understand and develop their learning skills from themselves and find in the same way how abstract your life purpose from reality. So, the thought processes that facilitate learning should not be developed fortuitous acts, which take the being out of itself and the reflection about how it learns, since this involuntary act and away from the metacognitive, is constituted in the reason why learning may be misguided and adapted during early childhood to the service of interests that are alien to them, for this reason, there is a lack of a sense of life, In this way, teaching will be given a learning vision where knowledge apprehension strategies will no longer be the result of an order established for early childhood, but, as the recognition of these as thinking beings, thus, it will be required return to the theory and to a perspective of proximal development that motivates in the other questions, conflicts and answers that exhort the essential and therefore to the being that when learning to learn is recognized as to of meaning.