Yulu Tian

"My research investigates how young gifted children engage with and reflect on their metacognitive skills in play-based activities. Grounded in Gagné's Differentiated Model of Giftedness and Talent (DMGT) and using participatory action research (PAR), I explore both the external manifestations and internal cognitive processes of metacognition through fieldnotes, task-based activities, reflective art, storytelling, and focus group discussions. By centering children’s voices, I move beyond traditional adult-centric perspectives to highlight how metacognition develops in young learners.

I challenge static notions of giftedness by demonstrating that metacognition is not only a core component of giftedness but also a teachable skill that benefits all children. By studying metacognition in gifted learners, I aim to uncover strategies that can be applied to maximize the learning potential of all children. My research aims to contribute to inclusive education by emphasizing the importance of fostering metacognitive awareness in diverse classroom settings, equipping all children with lifelong learning skills."