We report results of writing samples of six Emirati children aged four to four and a half years collected at monthly intervals over an eight month period (the kindergarten academic year). Three teachers and six parents were interviewed to triangulate the data that were collected in the classrooms. The grounded theory method was used to code and categorize the data, which were then compared with the literature on emergent writing. Findings of this longitudinal study revealed that few opportunities are provided at home and in kindergarten for the development of young children's emergent writing in Arabic and revealed other issues related to bilingualism and diglossia. Recommendations are provided for policy makers, teachers, and parents that would accelerate the development of young children's Arabic literacy, particularly emergent writing skills, in the United Arab Emirates (UAE).

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What do we know about what children know about their own knowledge and learning? What do children do about their knowledge? And how do they understand these things? For centuries, these questions have concerned those involved with young children. This paper offers an overview of the philosophies and influences which have underpinned research into the metacognitive abilities of young children during the last two decades. The implications of this research for current teaching practice will be discussed, and concerns and suggestions for the future will be offered. Recently, a number of comments have niggled at my consciousness; comments like those of Beverley Lambert (1992, p. 139) who suggests that, if the concept of cognitive development within ‘developmentally appropriate practice’ (Bredekamp, 1987, p.2–3) is based on Piagetian theory as she suspects, then ‘the field of early childhood education needs to reexamine its whole approach to the teaching-learning process.’ Comments from Di Catherwood (1994, p.25), who challenges researchers and practitioners to ‘reappraise the premises regarding early cognition that underlie early childhood education.’ And, from Mary Jane Drummond (1989, p.6), the disclosure that early childhood educators are concealing a ‘conceptual vacuum at the centre of our work.’ How can we begin to answer these criticisms and move forward from our present research base? How can the developing metacognitive abilities of our children be enhanced?

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