This article systematically analyzes the evolutionary features of metacognitive development in primary school students. The relevance of the study is determined by the need to develop students' skills of consciously managing their own cognitive activity in the modern educational process. The purpose of the study is to identify the gradual evolution of metacognitive development, integrate its theoretical foundations and develop a conceptual model. The research methodology was based on the integration of the theory of cognitive development (Jean Piaget), the social-constructivist approach (Lev Vygotsky) and the theory of self-directed learning (Barry J. Zimmerman). This integrative approach made it possible to interpret metacognitive development as a unity of individual, social and regulatory factors. As a result, a five-stage evolutionary model of metacognitive development (implicit, emergent, regulated, reflective, internalized) was developed and the cognitive and behavioral indicators of each stage were identified. The results of the study showed that metacognitive development is not a linear, but a dynamic process of gradual complexity, in which reflection is the highest stage of development. This model can serve as a theoretical and practical basis for the development and assessment of metacognitive skills in primary education.

metacognition, metacognitive development, primary education, collaborative learning, cognitive development, self-management, evolutionary model, reflection, learning process, pedagogical model.

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