acquired abilities of the child to control and evaluate his own thinking and results, as well as consciously and in an organized way to plan future tasks. Through these skills, the child acquires the ability to ask critical questions about his understanding of ideas, follow the sequence of tasks and adjust his strategies according to the requirements of the situation, forming the basis for independent learning and self-control of behavior. This concept shows that early metacognitive development is not only limited to academic knowledge, but also includes the ability to self-regulate, make decisions, and solve problems in a systematic and thoughtful way. For example, a child may ask himself, “Do I understand this idea?” or follow a step-by-step plan to complete a specific task, developing self-awareness and cognitive control. From the point of view of educational and therapeutic intervention, this concept allows the development of training activities aimed at developing the skills of self-control, self-assessment and systematic planning. This enables the child to develop effective individualized learning strategies, improve their academic performance and increase their ability to adapt and interact independently and in a balanced way with the educational and social environment, supporting comprehensive and sustainable cognitive, emotional and social development.