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Children's developing knowledge of and reflection about teaching.

David M Sobel1, Susan M Letourneau1

  • 1Department of Cognitive, Linguistic, and Psychological Sciences (CLPS), Brown University, Providence, RI 02912, USA.

Journal of Experimental Child Psychology
|December 20, 2015
PubMed
Summary
This summary is machine-generated.

Six and seven-year-olds define teaching by knowledge change, unlike younger children. This developmental shift impacts their understanding of how knowledge is acquired and shared.

Keywords:
Cognitive developmentConcepts of learningConcepts of teachingKnowledge changeMental statesMetacognitionTheory of mind

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Area of Science:

  • Cognitive Development
  • Educational Psychology
  • Child Psychology

Background:

  • Children's understanding of abstract concepts like 'teaching' evolves with age.
  • Previous research explored children's definitions of 'learning', providing a basis for comparison.

Purpose of the Study:

  • To investigate how children aged 4-7 define 'teaching'.
  • To explore the relationship between children's definitions of teaching and their ability to describe teaching interactions.
  • To examine developmental trends in children's conceptualization of teaching.

Main Methods:

  • A sample of 61 children aged 4-7 years participated.
  • Children were interviewed to define 'teaching' and describe teaching instances.
  • Responses were analyzed for conceptual understanding and descriptive ability.

Main Results:

  • Four and five-year-olds struggled to define teaching, while older children focused on knowledge change.
  • Children with process-based definitions recalled more teaching examples and direct instruction.
  • Older children demonstrated a better ability to describe their own teaching actions.

Conclusions:

  • Children's understanding of teaching develops significantly between ages 4 and 7.
  • A process-based view of teaching correlates with better recall and description of teaching events.
  • Findings inform our understanding of children's developing theories of mind, knowledge acquisition, and pedagogy.