Assessing Metacognitive Skills in Senior Preschool Children: A Methodological Toolkit Authors Karimova G.B.
Abstract
The growing recognition that metacognitive abilities emerge during the preschool years has created an urgent demand for reliable, age-appropriate diagnostic instruments. However, most existing metacognitive assessment tools were originally designed for school-age populations and fail to account for the distinctive cognitive, linguistic, and motivational characteristics of five- to seven-year-old children. Aim. The present study aimed to develop and validate a comprehensive methodological toolkit for assessing metacognitive skills in senior preschool children (ages 5–7). Methods. A three-component diagnostic battery was constructed, comprising structured behavioral observation, an individual metacognitive interview, and a set of experimental problem-solving tasks. The battery was administered to 180 children attending six preschool institutions. Psychometric properties were evaluated through inter-rater reliability analysis, internal consistency testing, and criterion validity assessment. Results. The toolkit demonstrated good inter-rater reliability (κ = 0.79–0.84), acceptable internal consistency (α = 0.81), and significant criterion validity against an established measure of self-regulated learning. Three distinct metacognitive profiles were identified via cluster analysis: emergent, developing, and advanced. Conclusions. The proposed toolkit offers a psychometrically sound, ecologically valid approach to metacognitive assessment in early childhood and can serve as a practical resource for researchers and educators working with senior preschoolers.