Development and cognitive basis of young children's teaching skills: A longitudinal study
| Project/Area Number |
24530820
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Educational psychology
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| Research Institution | Kobe University |
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Principal Investigator |
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| Project Period (FY) |
2012-04-01 – 2015-03-31
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| Project Status |
Completed (Fiscal Year 2014)
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| 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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| Keywords | 教示行為 / 幼児 / 心の理論 / 縦断研究 / 社会的学習 / 認知発達 |
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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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Report
(4 results)
Research Products
(14 results)
