Using a cross-sectional sample of ninety-six first, second, fourth, and sixth grade children the development of metacognitive skills was traced in the social problem-solving domain. Metacognition refers to an individual's awareness of his/her cognitive processes and an ability to regulate these processes. The theoretical and empirical framework of metacognition in the physical domain was used to develop two measures of social metacognition: The Social Metacognitive Interview and The Social Metacognitive Scale. Five sub-skills: Stop and Think; Problem Definition; Planning; Checking and Monitoring; and Sustaining Effort were used to organize both the Interview and the Scale. Three stages of metacognitive awareness were conceived theoretically to explore the developmental pattern of social metacognitive skills. The findings of the present lent empirical support to the theoretical model. The results indicated that children's awareness and regulation of their social cognitions were related to age. The results suggested that the various metacognitive sub-skills appeared at different stages of development. The development of social metacognitive skills was discussed in relation to the development of perspective-taking (social cognition) skills. It was shown that the development of perspective-taking skills precedes the development of social metacognitive skills. Finally, there were no sex differences in the development of social metacognitive skills. The results suggested that a metacognitive framework formed a relevant basis
for exploring social problem-solving deficiencies and social maladjustment. Based on the present findings directions for future research were discussed in the final analysis.