지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
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.
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.
목차
서론
연구방법
연구결과
논의 및 결론
References
참고문헌 (30)
참고문헌 신청
[학술지(정기간행물)] - Baldwin, D. A. / 1991 / Infants’ contribution to the achievement of joint reference / Child Development 62 (5) : 875 ~ 890
[학술지(정기간행물)] - Baldwin, D. A. / 1993 / Early referential understanding: Infants' ability to recognize referential acts for what they are / Developmental Psychology 29 (5) : 832 ~ 843
[학술지(정기간행물)] - Baumwell, L. / 1997 / Maternal verbal sensitivity and child language comprehension / Infant Behavior and Development 20 (2) : 247 ~ 258
[학술지(정기간행물)] - Behne, T. / 2005 / Unwilling versus unable: Infants' understanding of intentional action / Developmental Psychology 41 (2) : 328 ~ 337
[학술지(정기간행물)] - Cavadel, E. W. / 2017 / Not just numeracy and literacy: Theory of mind development and school readiness among low-income children / Developmental Psychology 53 (12) : 2290 ~ 2303
[학술지(정기간행물)] - Baldwin, D. A. / 1993 / Early referential understanding: Infants' ability to recognize referential acts for what they are / Developmental Psychology 29 (5) : 832 ~ 843
[학술지(정기간행물)] - Baumwell, L. / 1997 / Maternal verbal sensitivity and child language comprehension / Infant Behavior and Development 20 (2) : 247 ~ 258
[학술지(정기간행물)] - Behne, T. / 2005 / Unwilling versus unable: Infants' understanding of intentional action / Developmental Psychology 41 (2) : 328 ~ 337
[학술지(정기간행물)] - Cavadel, E. W. / 2017 / Not just numeracy and literacy: Theory of mind development and school readiness among low-income children / Developmental Psychology 53 (12) : 2290 ~ 2303
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