Regulation of Cognitive Activity by Children: Phenomena, Diagnostics Tools, Theoretical Constructs

Background. Regulation, regulatory (executive) functions, metacognitive functions, self-regulation, learning ability — these problems of regulating cognitive activity in children are described by a variety of constructs, each of which arise within the framework of a specific research area. In this regard, an urgent task is to analyse and compare these constructs from a single theoretical position. Objectives. To identify, describe, and analyse the interrelationship of concepts related to the regulation of cognitive activity in preschoolers and young schoolchildren, based on the principles of the Cultural-Historical and Activity approach. Methods. The method used was an analysis of constructs that describe various aspects of the regulation of cognitive activity in children, which are the components of the structure of orientation to the cognitive actions they represent. Results. The following functional components of cognitive action orientation are most often distinguished as components of regulation: setting/accepting a task (goal setting, working memory), building an image of the action situation and determining the significance of the elements of the situation for achieving the goal (analysis, modelling), planning to achieve the goal (programming, planning, and metacognitive planning), monitoring the progress of the action (inhibitory control, and metacognitive monitoring), result control (control, evaluation, metacognitive evaluation, and reflection), and the modification of methods and/ or setting new tasks (correction, cognitive flexibility). Most methods of regulating diagnostics only assess the current level of regulation, rather than the zone of proximal development. Conclusions. Using the idea of action orientation to analyse and systematise various studies of the regulation of cognitive activity in children is productive and allows us to find the place of each phenomenon in the overall structure of such regulation. The development of methods for diagnosing regulation based on the principles of leading activity, the zone of proximal development, and mediation is of great practical importance and opens up prospects for further development of the Cultural-Historical and Activity approaches.