How Young Children Learn from Others

Moll, Henrike

doi:10.1111/1467-9752.12417

Cited by 6 publications

(6 citation statements)

References 34 publications

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“…While these studies enhance our understanding of children's teaching abilities, by overlooking infants and toddlers, they underemphasize the developmental trajectory of this behavior. Given that some theoretical accounts emphasize the relationship between generalizable information and pedagogical experiences (e.g., Moll, 2020;Strauss & Ziv, 2012) In summary, our study suggests that unlike 4-to 7-year-old children, 2-year-olds do not display a preference to transmit generalizable information to others. These findings might suggest that sensitivity to generalizability as it relates to teaching-like contexts develops gradually and could be linked to linguistic information.…”

Section: Discussionmentioning

confidence: 47%

“…While these studies enhance our understanding of children's teaching abilities, by overlooking infants and toddlers, they underemphasize the developmental trajectory of this behavior. Given that some theoretical accounts emphasize the relationship between generalizable information and pedagogical experiences (e.g., Moll, 2020; Strauss & Ziv, 2012), the lack of research in younger children is surprising. As we discussed earlier, testing toddlers and young children in this context has important implications in understanding children's appreciation of information generalizability developmentally which would enable more complete theoretical accounts of children's teaching.…”

Section: Discussionmentioning

confidence: 99%

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Toddlers do not preferentially transmit generalizable information to others

Karadağ,

Bazhydai,

Westermann

2024

Developmental Science

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Children actively and selectively transmit information to others based on the type of information and the context during learning. Four‐ to 7‐year‐old children preferentially transmit generalizable information in teaching‐like contexts. Although 2‐year‐old children are able to distinguish between generalizable and non‐generalizable information, it is not known whether they likewise transmit generalizable information selectively. We designed a behavioral study to address this question. Two‐year‐old children were presented with three novel boxes, identical except for their color. In each box, one of two equally salient actions led to a generalizable outcome (e.g., playing a [different] tune in each box), whereas the other led to a non‐generalizable outcome (e.g., turning on a light, vibrating the box, or making a noise). In the discovery phase, children had a chance to discover the functions of each box presented one‐by‐one. Then, in the exploration phase, they were given the opportunity to independently explore all three boxes presented together. Finally, in the transmission phase, an ignorant recipient entered the room and asked the child to show them how these toys work. We measured whether children preferentially transmitted either generalizable or non‐generalizable information when they were asked to demonstrate the function of the toys to a naïve adult. We found that children did not display any preference for transmitting generalizable information. These findings are discussed with respect to toddlers’ selectivity in transmitting information but also the development of sensitivity to information generalizability.Research Highlight Young children transmit information to others and do so with some degree of selectivity to a variety of factors. Generalizability is an important factor affecting information transmission, and older children tend to associate generalizable information with teaching‐like interactions. We tested whether toddlers selectively transmitted it to others over non‐generalizable information. We found that toddlers do not show a preference to transmit generalizable over non‐generalizable information.

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Section: Discussionmentioning

confidence: 47%

“…While these studies enhance our understanding of children's teaching abilities, by overlooking infants and toddlers, they underemphasize the developmental trajectory of this behavior. Given that some theoretical accounts emphasize the relationship between generalizable information and pedagogical experiences (e.g., Moll, 2020; Strauss & Ziv, 2012), the lack of research in younger children is surprising. As we discussed earlier, testing toddlers and young children in this context has important implications in understanding children's appreciation of information generalizability developmentally which would enable more complete theoretical accounts of children's teaching.…”

Section: Discussionmentioning

confidence: 99%

Toddlers do not preferentially transmit generalizable information to others

Karadağ,

Bazhydai,

Westermann

2024

Developmental Science

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“…To accommodate different learning styles and abilities, teachers should employ a learnercentered approach. As children learn by doing rather than being told, this suggests that the teaching and learning of agriculture should be grounded in the constructivist theory [13], which holds that people actively participate in creating their own knowledge about their experiences and surroundings [14]. In the view of constructivists, students learn by building new concepts on the foundation of their prior knowledge.…”

Section: Literature Reviewmentioning

confidence: 99%

Assessing the Perception of Pre-Service Teachers on Teaching and Learning of Agriculture in Colleges of Education in Ghana

Menka¹,

Atteh²

2022

AJAAR

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This study sought to examine the effectiveness of teaching and learning of agriculture among pre-service teachers, including the challenges facing the teaching and learning of agriculture among students in the colleges of education in Ghana. A survey design with a quantitative data was gathered for the study. Stratified sampling method was used to select respondents in Ashanti and Western North regions. The data collected were analysed using descriptive statistics. The findings revealed that 70% of the pre-service agriculture students hold the view that the teaching and learning is not effective among the students in the colleges. The study again identified the challenges that militate against teaching and learning of agriculture. The challenges were inadequate tools and equipment, lack of resourceful libraries and laboratories, insufficient time to complete the curriculum, lack of proper school farms/gardens, poorly committed teachers and too little practical work. It is recommended that heads of colleges of education are to focus on the challenges causing ineffective teaching and learning to improve teaching and learning while revising the existing agriculture curriculum.

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“…This finding is in line with results from another study conducted by Moll. Moll argues that children, from a very early age on, are actively involved in the process of knowledge acquisition and that they look for people whom they consider to be experts in order to get feedback about their epistemic competences (Moll, 2020, p. 345).…”

Section: The Role Of Trust In Academic Educationmentioning

confidence: 99%

Trust Between Teacher and Student in Academic Education at School

Platz

2021

Journal of Philosophy of Education

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What is the nature and what is the role of trust between teacher and student in academic education at school? Providing a philosophically informed answer to these questions is the aim of this paper. In its first part, I present a relationship account of trust based on two fundamental assumptions: first, trust between teacher and student is essentially about them being in a trust relationship, and second, the reasons for trust are relationship dependent. The second part explores the role of trust by looking at two aspects of academic education at school: the student's acquisition of knowledge from the teacher's testimony and the student's development of epistemic confidence, the latter being a key constituent of competent epistemic agency. Drawing on findings from developmental psychology, I explain how trust is involved in successful academic education at school. My aim is to provide a detailed conception of trust in the teacher–student relationship, as well as a conclusive argument for the importance and the value of trust in academic education at school.

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How Young Children Learn from Others

Cited by 6 publications

References 34 publications

Toddlers do not preferentially transmit generalizable information to others

Toddlers do not preferentially transmit generalizable information to others

Assessing the Perception of Pre-Service Teachers on Teaching and Learning of Agriculture in Colleges of Education in Ghana

Trust Between Teacher and Student in Academic Education at School

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