Correlations among perspective taking, theory of mind, recognition of the teaching intention, reaction of teaching and learning in young children

Objective: The current study intends to examine how young children understand intentionality of teaching with the theory of mind development, and how this understanding relates to their understanding of a teaching intention of an actual teaching activity. Methods: The theory of mind of 90 children aged 3-5 years and their understanding of intentionality of teaching were assessed. Additionally, children were randomly assigned to experimental condition in which the teaching intention of an activity (memory game) was explicitly revealed, or control condition in which the intention was not stated. Afterwards, their understanding of the teaching intention of the game was measured. The development of understanding of intentionality of teaching, and its relation to their theory of mind were examined. Whether age and understanding of intentionality of teaching predicted children's understanding of the teaching intention of the game was also investigated. Results: Along with the theory of mind development, children's understanding of intentionality of teaching also developed. Children's understanding of teaching intention of the game was related to their understanding of intentionality of teaching with age controlled. Children's recognition of the teaching intention of the game was predicted by understanding of the intentionality of teaching in the control condition, and it was predicted by both age and understanding of intentionality of teaching in the experimental condition. Conclusion: With the development of theory of mind, children come to understand that teaching involves a goal, and this development plays an important role in their appreciation of an actual teaching intention of the activity.

show abstract

scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

Contact Info

customersupport@researchsolutions.com

10624 S. Eastern Ave., Ste. A-614

Henderson, NV 89052, USA

This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

Blog Terms and Conditions API Terms Privacy Policy Contact Cookie Preferences Do Not Sell or Share My Personal Information

Made with 💙 for researchers

Part of the Research Solutions Family.

Correlations among perspective taking, theory of mind, recognition of the teaching intention, reaction of teaching and learning in young children

Cited by 3 publications

References 23 publications

Explicit versus implicit understanding of teaching: Does knowing what teaching is help children to learn from it?

Explicit versus implicit understanding of teaching: Does knowing what teaching is help children to learn from it?

The Effect of Attachment Security on Preschoolers’ Perspective Taking: Executive Function as a Mediator

The Development of Young Children’s Understanding of Intentionality of Teaching and Theory of Mind, and its Relation to Their Understanding of Teaching Intention of an Actual Teaching Activity

Contact Info

Product

Resources

About