How Web-Enabled Environments Foster Metacognitive Development in Preschoolers

This study examines how web-enabled instructional environments influence metacognitive strategy development in preschool children. A quasi-experimental design assigned 180 children (aged 4–6) to either digital or traditional instruction groups over a six-month period. Data from observations, assessments, and tests showed that the digital environment significantly enhanced planning, monitoring, and reflection, with monitoring demonstrating the greatest improvement. Age-related differences emerged: children aged 4–5 were most responsive to gains in planning, whereas those aged 5–6 showed the greatest growth in reflection. Specific technological features produced distinct effects. Immediate feedback supported monitoring, simulations promoted planning, and replay functions strengthened reflection. Teacher-guided questioning also served as an important mediator. These findings illustrate how web-based tools can scaffold young learners' cognitive processes and provide practical guidance for designing effective pedagogical systems.