Children's understanding of teaching: the role of knowledge and belief

by: Margalit Ziv, Douglas Frye

Cognitive Development, Vol. 19, No. 4. ( 2004), pp. 457-477.

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Abstract

The relation between preschoolers' concept of teaching and theory of mind was explored to determine if there is a developmental change in understanding how teaching depends on knowledge and belief. The study tested whether 3- to 6-year-olds thought the awareness of a knowledge difference is necessary for teaching. The 3- and 4-year-olds understood teaching stories with clear knowledge differences and could correctly use that information to specify the teacher and learner. The 5- and 6-year-olds, who performed well on a standard false belief task, further understood that it was the teacher's belief about the knowledge difference that would actually govern teaching. The conceptual link to teaching suggests that theory of mind is critical for understanding other forms of knowledge acquisition besides perceptual access.

@article{citeulike:977541, abstract = {The relation between preschoolers' concept of teaching and theory of mind was explored to determine if there is a developmental change in understanding how teaching depends on knowledge and belief. The study tested whether 3- to 6-year-olds thought the awareness of a knowledge difference is necessary for teaching. The 3- and 4-year-olds understood teaching stories with clear knowledge differences and could correctly use that information to specify the teacher and learner. The 5- and 6-year-olds, who performed well on a standard false belief task, further understood that it was the teacher's belief about the knowledge difference that would actually govern teaching. The conceptual link to teaching suggests that theory of mind is critical for understanding other forms of knowledge acquisition besides perceptual access.}, author = {Ziv, Margalit and Frye, Douglas }, booktitle = {The Development of Children's Teaching}, citeulike-article-id = {977541}, doi = {http://dx.doi.org/10.1016/j.cogdev.2004.09.002}, journal = {Cognitive Development}, keywords = {belief, empirical, knowing, teaching}, month = {}, number = {4}, pages = {457--477}, posted-at = {2006-12-07 03:38:44}, priority = {4}, title = {Children's understanding of teaching: the role of knowledge and belief}, url = {http://dx.doi.org/10.1016/j.cogdev.2004.09.002}, volume = {19}, year = {2004} }

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TY - JOUR ID - citeulike:977541 L3 - citeulike-article-id:977541 TI - Children's understanding of teaching: the role of knowledge and belief T2 - The Development of Children's Teaching JF - Cognitive Development VL - 19 IS - 4 SP - 457 EP - 477 N2 - The relation between preschoolers' concept of teaching and theory of mind was explored to determine if there is a developmental change in understanding how teaching depends on knowledge and belief. The study tested whether 3- to 6-year-olds thought the awareness of a knowledge difference is necessary for teaching. The 3- and 4-year-olds understood teaching stories with clear knowledge differences and could correctly use that information to specify the teacher and learner. The 5- and 6-year-olds, who performed well on a standard false belief task, further understood that it was the teacher's belief about the knowledge difference that would actually govern teaching. The conceptual link to teaching suggests that theory of mind is critical for understanding other forms of knowledge acquisition besides perceptual access. KW - belief KW - empirical KW - knowing KW - teaching AU - Ziv, Margalit AU - Frye, Douglas PY - 2004/0// UR - http://dx.doi.org/10.1016/j.cogdev.2004.09.002 ER -

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