Young children are natural pedagogues

Calero, Cecilia I.; Zylberberg, Ariel; Semelman, Mariano; Sigman, Mariano

doi:10.1016/j.cogdev.2015.03.001

Cited by 12 publications

(12 citation statements)

References 45 publications

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“…Strauss et al [ 44 ] indicate most studies of teaching focus on learners rather than teachers. This study responded to this critique by focusing on teachers, but we need studies with small-scale cultures that demonstrate the cooperative nature of teaching and integrate teacher and learner perspectives, such as that conducted by Calero et al [ 45 ]. We also need systematic studies on hunter–gatherer children's developmental abilities to teach.…”

Section: Summary and Discussionmentioning

confidence: 99%

Teaching in hunter–gatherer infancy

2016

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A debate exists as to whether teaching is part of human nature and central to understanding culture or whether it is a recent invention of Western, Educated, Industrial, Rich, Democratic cultures. Some social–cultural anthropologists and cultural psychologists indicate teaching is rare in small-scale cultures while cognitive psychologists and evolutionary biologists indicate it is universal and key to understanding human culture. This study addresses the following questions: Does teaching of infants exist in hunter–gatherers? If teaching occurs in infancy, what skills or knowledge is transmitted by this process, how often does it occur and who is teaching? The study focuses on late infancy because cognitive psychologists indicate that one form of teaching, called natural pedagogy, emerges at this age. Videotapes of Aka hunter–gatherer infants were used to evaluate whether or not teaching exists among Aka hunter–gatherers of central Africa. The study finds evidence of multiple forms of teaching, including natural pedagogy, that are used to enhance learning of a variety of skills and knowledge.

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Section: Summary and Discussionmentioning

confidence: 99%

Teaching in hunter–gatherer infancy

2016

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“…From these studies children emerge not just as the receptive participants of the pedagogical protocol, but as emitters, too (Calero et al 2015). These studies do more than confirm that teaching is a natural behavior, which develops from childhood.…”

Section: From Evidence To Research Questions: Teachers' Actions and Gmentioning

confidence: 89%

“…There is some evidence that giving information appears relatively early in ontogenesis, follows a developmental trajectory, and is preceded by precursors that involve the solicited transmission of information and the correction of others' mistakes (Calero et al 2015;Strauss 2005;Strauss et al 2014). For instance, as has been described in previous paragraphs, children aged 3-5 protest when norms are not respected and try to enforce them by demonstrating actions and stating rules (Köymen et al 2015).…”

Section: From Theory To Evidence: Information Giving During Ontogenetmentioning

confidence: 96%

“…Developmental studies on babies and children point to the existence of specific mechanisms that facilitate learning from teaching (Csibra 2007;Gergely and Csibra 2006;Csibra andGergely 2006, 2009;Csibra and Gergely 2011a, b) and of processes that shape children's selective choice of whom to learn from (Corriveau and Harris 2009, Eaves and Shafto 2012, Gweon et al 2014, Harris and Corriveau 2011, Sperber et al 2010. Children have also been described as natural teachers, because their motivation and capacity to transmit information and knowledge appears early in life, and follows a developmental path even in the absence of explicit instruction about Bhow to teach^ (Akagi 2012, Ashley and Tomasello 1998, Bonawitz et al 2011, Calero et al 2015, Corriveau and Harris 2009, Davis-Unger and Carlson 2008, Eaves and Shafto 2012, Gweon et al 2014, Harris & Corriveau 2011, Knudsen and Liszkowski 2012, Köymen et al 2015, Sperber et al 2010, Strauss 2005, 2018, Strauss and Ziv 2012, Strauss et al 2002, Tomasello 2009. Moreover, growing evidence supports the existence of teaching across cultures and societies, including contemporary traditional societies of hunter-gatherers and agro-pastoralists (Hewlett et al 2011;Kline 2013Kline , 2015Kline et al 2013;Lancy & Grove 2010;Maynard 2002Maynard , 2004Maynard and Greenfield 2005;…”

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confidence: 99%

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Introduction: Teaching and its Building Blocks

Pasquinelli

Strauss

2018

Rev.Phil.Psych.

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This editorial is intended to provide a broad overview of current approaches to teaching as a cognitive ability, as well as a background to the articles of the present special issue. The contributions are from the fields of developmental psychology, archaeology, anthropology, comparative cognition, robotics and artificial intelligence. So broad is the range of disciplines that need to be mobilized in order to characterize and understand human teaching. 1 Aims The main goal of this introduction to this Special Issue is to suggest what basic building blocks of teaching may be. The route we chose to achieve this goal is to explore several approaches to teaching, and see how they provide insights into these basic building blocks. But before presenting these approaches, we first justify our choice to seek basic building blocks of teaching. Strauss (2018), without denying the importance of basic building blocks, claimed that a helpful way to come to better understand teaching is to attempt to determine its complexity. That complexity could serve as a map of its components that allows us to do backward engineering to get at teaching's basic building blocks. And that further enables us to reverse course to seek these building blocks' developmental trajectories, as they eventually allow us to describe human teaching's complexity and its fundamental functional units. All of that having been said, what could basic building blocks give us that is of importance? Several reasons can be offered for their significance. One is that once we

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“…Esta "enseñanza" va más allá de las diferencias etarias. Así, un niño puede enseñarle a su padre las reglas de un juego o deporte, del mismo modo que lo puede hacer a un compañero, o a su hermano menor o mayor (Calero, Zylberberg, Ais, Semelman, & Sigman, 2015).…”

Section: Aspectos Conceptuales Generales De La Tutoría Entre Paresunclassified

Tutoría entre pares: un modelo metodológico para el análisis de la enseñanza no-experta

Roselli

Hernández

2019

Tempuspsi

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Se presenta una propuesta metodológica para el análisis del discurso tutorial no-experto, en el marco de la enseñanza de un contenido epistémico. El modelo se elaboró a partir del análisis del discurso de tutores que basaron su enseñanza en un texto fuente epistémico. La propuesta metodológica está precedida de una revisión teórica de la tutoría entre pares como recurso pedagógico. El modelo de análisis del discurso tutorial que se ofrece discrimina dos dimensiones fundamentales: la cualidad y la calidad de la enseñanza. Para cada una de ellas se discriminan varias subdimensiones. En lo que hace a la cualidad, se distinguen dos subdimensiones: la modalidad o estilo de enseñanza y la correspondencia con el texto original. En lo que concierne a la calidad, se proponen las siguientes tres subdimensiones: recuperación de los contenidos centrales del texto-fuente, grado de corrección de los aportes del tutor y preocupación por el aprendizaje. Para cada una de ellas se explicitan indicadores empíricos y procedimientos de cálculo precisos que permiten elaborar coeficientes particulares y generales, lo cual asegura mediciones de alta comparabilidad.

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Young children are natural pedagogues

Cited by 12 publications

References 45 publications

Teaching in hunter–gatherer infancy

Teaching in hunter–gatherer infancy

Introduction: Teaching and its Building Blocks

Tutoría entre pares: un modelo metodológico para el análisis de la enseñanza no-experta

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