.png?h=481&iar=0&w=1440&rev=b8dabd23f3f740adbfeaa2251bde4dc1&hash=BD5003FE2B272BC71DC421312943A07B)
What if we could help children not just learn, but understand how they learn? At The British School Warsaw, we believe metacognition - the ability to think about one’s own thinking - is a powerful tool to support early development.
In this article, we share how teachers and parents can encourage reflective habits that build confidence, emotional awareness and lifelong learning skills.
From as young as three years old, children can reflect on their thoughts and actions. When guided with intention, they can start to recognise their strengths, monitor their understanding and adapt their approach to learning.
This skill - metacognition - has been shown to improve:
Emotional regulation
Self awareness
Confidence in learning
Long term academic success
It helps children pause, reflect and make better choices - a skill just as important in the playground as it is in the classroom.
When educators model their thought process aloud (“I’m not sure how to do this… I’ll try this method first”), children start to internalise reflection as part of problem solving.
Instead of asking “Did you understand?”, try “What was tricky?” or “How did you do that?” These questions invite children to reflect, explain and adapt.
Build in short daily moments where students can share what they learned or how they felt during an activity. Reflection helps them connect emotions to learning - and builds resilience.
Learn more about our approach in the Early Years curriculum.
Parents play a big role in helping children think more consciously about their choices. Here’s how:
Offer choices and talk about outcomes: “You chose the red shirt - why that one today?”
Make space for reflection: After a busy day ask “What made you feel proud today?”
Use everyday routines: Tidying up, packing a school bag or choosing a book can all include small moments of thought and planning. Metacognition happens in quiet, everyday moments - it doesn’t need a special tool or app, just a few thoughtful prompts.
Children who develop metacognitive habits early are:
More confident when faced with new tasks
Better at navigating emotions and challenges
Stronger problem solvers
In fact, research from Nord Anglia Education in partnership with Boston College shows that metacognition improves both academic achievement and social development. You can read more about it here.
Metacognition isn’t about being perfect - it’s about being aware. Helping children pause, ask questions and try again builds not just learners but thinkers.
At The British School Warsaw, metacognition is embedded in how we teach and how we care. If you’d like to learn more about our reflective teaching or see it in action book a school visit.
Let’s raise confident learners - one thoughtful question at a time.
The Max Box Project was an excellent opportunity for Year 9 students to engage in a hands-on task that not only reinforced their understanding of mathematical concepts such as volume, nets, and algebraic modeling but also promoted critical meta-cognitive skills. The task, which involved determining the maximum volume of an open box made from a 20 cm x 20 cm square, required students to think deeply, plan, reflect, and adjust their approach as they progressed. This end-of-unit project encouraged self-awareness of their learning processes while fostering essential problem-solving skills.
I would like to take a moment to shine a spotlight on the fantastic work of one of our exceptional teachers in the secondary school.
