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ERIC Number: EJ810352
Record Type: Journal
Publication Date: 2008
Pages: 20
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-0009-3920
Young Children's Recognition of the Intentionality of Teaching
Ziv, Margalit; Solomon, Ayelet; Frye, Douglas
Child Development, v79 n5 p1237-1256 Sep-Oct 2008
Two studies examined the role of intention in preschoolers' understanding of teaching. Three- to 5-year-olds judged stories in which there was an intention to teach or not (teaching vs. imitation) for 4 different learning outcomes (successful, partial, failed, and unknown). They also judged 2 stories with embedded instructional intent (e.g., guided discovery learning) and several standard theory of mind tasks. There was an age-related change in the understanding of teaching. Five-year-olds distinguished teaching from imitation and recognized guided discovery learning. Understanding of imitation and false belief was related. The findings indicate that theory of mind is relevant to other means of knowledge acquisition besides perceptual access and that understanding intention could help young children to recognize instruction and identify its different forms.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A