This paper integrates a recent conceptual shift in middle childhood language acquisition research--the study of metalinguistic development--with a Piagetian perspective on cognitive development to propose a theoretical framework from which to consider language development during this period. The paper first defines metalinguistics and then uses a Piagetian framework to distinguish between the reasoning abilities of the preoperational and the concrete operational child. It then discusses some general cognitive skills underlying all the various manifestations of metalinguistic awareness. It suggests that the metalinguistic skills that emerge during the preoperational stage reflect the child's focus and abilities during this period and that changes in reasoning that emerge with the onset of concrete operations result in success on more complex metalinguistic tasks. Developmental changes in children's performance on the diverse set of skills considered metalinguistic in nature are cited as evidence in support of these claims. (FL)