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- Title
幼児期における教示行為の発達:学習者の熟達を意図した教え方に注目して
- Authors
Kinoshita Takashi
- Abstract
This study investigated how young children teach non-verbal skills to learners so that learners could then improve the skills by themselves. Thirty-four children were asked to teach a research assistant how to make an origami “kabuto” (samurai helmet) with a sheet of paper. The children also performed a theory of mind task and were asked to reflect on their own learning skills. All of younger children (4;10-5;9 years) and older children (5;11-6;5 years) taught by demonstration, and most of older children also attracted the learner's attention to them with their utterances. When the learner made a mistake, most of younger children helped him directly, but several older children changed their helping behavior to teach more indirectly when the learner made a mistake. Theory of mind scores were significantly correlated with the frequency of children's monitoring of the learner's behavior. In addition, there was a significant relationship between reflection on one's own learning process and the tendency to use an indirect teaching strategy. These results suggest that preschool children can use teaching strategies to help others improve their skills.
- Publication
Japanese Journal of Developmental Psychology / Hattatsu Shinrigaku Kenkyū, 2015, Vol 26, Issue 3, p248
- ISSN
0915-9029
- Publication type
Article