On Becoming a Tutor: Toward an Ontogenetic Model

Wood, David; Wood, Heather; Ainsworth, Shaaron; O’Malley, Claire

doi:10.1207/s1532690xci1304_7

Cited by 73 publications

(42 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The findings support and expand previous findings regarding the relation between children's level of ToM understanding and teaching (Ashley & Tomasello, 1998;Astington & Pelletier, 1996;Wood et al, 1995). Our study showed that children's understanding of teaching as well as the actual teaching strategies they employ change during the preschool years and that these changes correspond to changes in children's ToM.…”

Section: Theory Of Mind Via False Belief Tasks About Teachingsupporting

confidence: 90%

Teaching as a natural cognition and its relations to preschoolers’ developing theory of mind

Strauss

Ziv

Stein

2002

Cognitive Development

139

197

View full text Add to dashboard Cite

Teaching is an important aspect in people's lives and cultures. We explore it from a cognitive-developmental perspective. Teaching may be a natural cognition that, despite its complexity, is learned at an early age without any apparent instruction. We propose that theory of mind may be an important cognitive prerequisite for teaching. We briefly describe a study that tested relations between children's developing theory of mind and actual teaching. Children at the ages of 3-and 5-years were presented new theory of mind tasks about teaching and then were observed teaching peers a game they had just learned. We found corresponding age-related differences in children's understanding of teaching as manifested in their performance on the teaching-theory of mind tasks and in their teaching strategies. It is suggested that theory and research on theory of mind might need to be expanded to include on-line, interactive situations such as teaching.

show abstract

Section: Theory Of Mind Via False Belief Tasks About Teachingsupporting

confidence: 90%

Teaching as a natural cognition and its relations to preschoolers’ developing theory of mind

Strauss

Ziv

Stein

2002

Cognitive Development

139

197

View full text Add to dashboard Cite

show abstract

“…This will not be easy because many factors might be relevant. For example, younger tutors may not be as developmentally prepared to manage their own learning while tutoring a peer (Wood et al 1995). Tutors may also need time to practice their skills before they can engage in complex knowledge-building activities (Fuchs et al 1994).…”

Section: Discussionmentioning

confidence: 99%

Tutor learning: the role of explaining and responding to questions

2007

View full text Add to dashboard Cite

Previous research on peer tutoring has found that students sometimes benefit academically from tutoring other students. In this study we combined quantitative and qualitative analyses to explore how untrained peer tutors learned via explaining and responding to tutee questions in a non-reciprocal tutoring setting. In support of our hypotheses, we found that tutors learned most effectively when their instructional activities incorporated reflective knowledge-building in which they monitored their own understanding, generated inferences to repair misunderstandings, and elaborated upon the source materials. However, tutors seemed to adopt a knowledge-telling bias in which they primarily summarized the source materials with little elaboration. Tutors' reflective knowledge-building activities, when they occurred, were more frequently elicited by interactions with their tutee. In particular, when tutees asked questions that contained an inference or required an inferential answer, tutors' responses were more likely to be elaborative and metacognitive. Directions for future research are also discussed.

show abstract

“…Children are effective at helping each other to perform cultural tasks and to participate in cultural activities within their own peer cultures (Ashley & Tomasello, 1998;Brownell & Carriger, 1991;Corsaro, 1985;Goodwin, 1990;Haight & Miller, 1993;Rogoff, 1990;Strauss et al, 2002;Tobin, Wu, & Davidson, 1989;Wood et al, 1995). Siblings may be especially effective at socializing each other, in guiding each other in cultural tasks, or in giving verbal or nonverbal didactic help (De Leon, 2002;Dunn, 1989;Maynard, 2002;Rabain-Jamin, Maynard, & Greenfield, 2003;Rogoff, Mistry, Göncü, & Mosier, 1993;Stewart, 1983;Watson-Gegeo & Gegeo, 1989;Weisner & Gallimore, 1977;Zukow, 1989aZukow, , 1989b.…”

Section: Children As Guides In Each Other's Developmentmentioning

confidence: 99%

“…Teaching is a mode of cultural transmission that varies across cultures (Stevenson & Stigler, 1992;Stigler & Hiebert, 1999) and activity settings (Cole & Cole, 2001;Greenfield, 1984), and that develops in childhood (Maynard, 2002;Strauss, Ziv, & Stein, 2002;Wood, Wood, Ainsworth, & O'Malley, 1995). Learning how to teach occurs in activity settings that are situated in cultural places.…”

mentioning

confidence: 99%

Cultures of teaching in childhood: Formal schooling and Maya sibling teaching at home

Maynard

2004

Cognitive Development

View full text Add to dashboard Cite

Culture can be thought of a set of shared practices, beliefs, and values that are transmitted across generations through language [Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press]. Teaching is one way that culture is transmitted, but forms of teaching vary across cultures and across activity settings within cultures. This article explores the impact of culture on styles of teaching in a place where more than one cultural model of teaching is found: the Zinacantec Maya of Chiapas, Mexico. Zinacantecs have an indigenous model of teaching that applies to the learning of informal tasks, such as making tortillas and weaving. When children go to school, the indigenous model interacts with the model found at school, and this mixed model is transferred back home to sibling interactions. Videotaped ethnographic observations and quantitative discourse analyses reveal cultural patterns in the development of children's teaching.

show abstract

On Becoming a Tutor: Toward an Ontogenetic Model

Cited by 73 publications

References 23 publications

Teaching as a natural cognition and its relations to preschoolers’ developing theory of mind

Teaching as a natural cognition and its relations to preschoolers’ developing theory of mind

Tutor learning: the role of explaining and responding to questions

Cultures of teaching in childhood: Formal schooling and Maya sibling teaching at home

Contact Info

Product

Resources

About