| Budget Amount *help |
¥4,290,000 (Direct Cost: ¥3,300,000、Indirect Cost: ¥990,000)
Fiscal Year 2014: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2013: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2012: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
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| Outline of Final Research Achievements |
This study examined young children’s teaching skills in a 3- year longitudinal study of 12 children. Children were asked to teach a confederate learner how to make a tulip with a sheet of origami paper. Before the teaching phase, the learner was introduced as the person “who is poor at doing origami and wants to make tulip on his own”. During the teaching phase, the leaner committed two predetermined errors.
When children turned four years old, they were better at teaching by using indirect strategies. But, when the learner made a mistake, they folded the origami paper on behalf of the learner. On the other, when they were five years old, they began teaching strategies for learner’s improvement. The theory of mind score was not significantly related with teaching skills for other’s improvement. These results suggested that the cognitive abilities required for teaching might be different according to the intention and the content of teaching.
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