Метакогнитивне компоненте као предиктори постигнућа предшколске деце у задацима решавања проблема

The aim of the study was to examine the relation between metacognitive components,declarative and procedural metacognitive knowledge and cognitive regulation, and preschoolchildren’s performance in different problem solving tasks – hidden pictures, classifying andsorting, the same and the different, estimation, patterns, dot-to-dot, mazes and memory tasks.The sample consisted of 347 preschool children aged 3–6. The results showed that childrenwith highly developed metacognitive abilities, declarative and procedural metacognitiveknowledge, cognitive monitoring and self-regulation of cognitive strategies, were moresuccessful and efficient in resolving problem tasks. This relation was stronger in olderchildren and in more complex tasks.