Journal
JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY
Volume 143, Issue -, Pages 111-122Publisher
ELSEVIER SCIENCE INC
DOI: 10.1016/j.jecp.2015.10.009
Keywords
Concepts of teaching; Concepts of learning; Mental states; Knowledge change; Metacognition; Theory of mind; Cognitive development
Funding
- National Science Foundation [1223777]
- Division Of Research On Learning
- Direct For Education and Human Resources [1420548] Funding Source: National Science Foundation
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A sample of 4- to 7-year-olds (N = 61) defined teaching and described what and how others had taught them as well as what and how they had taught others. Whereas 4- and 5-year-olds were often unable to define teaching, 6- and 7-year-olds most frequently defined teaching by describing processes that could cause knowledge change. Children who held process-based definitions were more likely to offer examples of what others had taught them, to identify who had taught them, and to describe being taught through direct instruction. They were also better able to describe how they had taught others. We consider the results in light of previous interviews in which children were asked to define learning, and we discuss the implications for children's developing understanding of the connections among knowledge, learning, and teaching. (C) 2015 Elsevier Inc. All rights reserved.
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