Dziecięce koncepcje wiedzy i poznania – o rozwoju myślenia epistemologicznego dzieci we wczesnym i średnim dzieciństwie
Children’s conceptions of knowledge and cognition: On the development of epistemic thinking in early and middle childhood

Summary/Abstract: Metacognitive and epistemological reflection are often perceived as being beyond the perceptive and cognitive abilities of young children. Research, however, has proven that at a very early stage of develop- ment children are naturally intrigued by their own minds, observe and draw conclusions, build personal conceptions of knowledge and cognition, and quickly move from the stage of “naïve theories of mind” to reflecting on more advanced epistemological phenomena. The aim of this article is present the idea of epistemological reflection and its role in the development of children’s conceptions of knowledge and cognition. Theoretical considerations will be complemented with a research project driven by the following research questions: What is the conception of knowledge among young children? What differ- ences do they perceive between knowledge and learning? Visual and verbal explanations prepared by children will be used to present the role such personal epistemology plays in future self-regulation com- petency and in constructing children’s ability to evaluate their own learning and set new aims. In summary, the conclusions for educational practice will be discussed.

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