In the centre of the educational process based on democratic principles is a child, his/her experience, needs, interests, maturity qualities. The abilities lying in child’s nature can be developed just acting him without restraint, in the environment based on humane relationship that determines the potential of the artistic expression.

Approaching the musical activity in the piano classes as a kind of a self-implementation of a person, it is compulsory for a teacher to direct child’s efforts to the search of the activity improvement and to aim that the activity improvement would become a personal valuable thing for a child. A child, who found the sense of the personal activity can improve his/her musical activity successfully and purposefully organizing and being responsible for the quality of the activity performed by him/her. On purpose to meet that needand to make it purposeful for a child, who aspires to gain new abilities, the teacher should help to get the abilities of deliberate, regulable and controlled activity that would help a child to become more mature and adequate to improve the activity.

One of the ways, stimulating child’s maturity, ability to improve his/her activity and self-conception successfully, is the formation of a matacognitive system and the stimulation of the child’s development. It would enable a child to watch, control and evaluate a cognitive activity, to manage his/her studying process positively and deliberately. Therefore, a metacognitive system and its development educating a pianist in an art school, is a topical pedagogical subject.

The subject of the research is a metacognitive system educating a pianist in an art school.

The objective of the research is to exhibit a metacognitive system and its development educating a pianist in an art school.

The qualities of a metacognitive system, the possibilities of its development and its role educating a pianist in an art school are exhibited, the circumstancies and elements of the organization of the educational process that determine the possibilities of the functioning of a metacognitive system and its development learning to play the piano are estimated. The manifestations of the functioning of a metacognitive system watching child’s activity and its qualitative changes in a piano class are described. The meaning of the functioning of a metacognitive system for the child’s musical maturity and its development is shown on the ground of the improvement of the musical activity.

Raktažodžiai: metacognitive system, improvement of the musical activity, reflection, child’s musical maturity