title: Children's developing knowledge of and reflection about teaching.
abstract: A sample of 4- to 7-year-olds (N=61) defined "teaching" and described what and how others had taught them as well as what and how they had taught others. Whereas 4- and 5-year-olds were often unable to define teaching, 6- and 7-year-olds most frequently defined teaching by describing processes that could cause knowledge change. Children who held process-based definitions were more likely to offer examples of what others had taught them, to identify who had taught them, and to describe being taught through direct instruction. They were also better able to describe how they had taught others. We consider the results in light of previous interviews in which children were asked to define learning, and we discuss the implications for children's developing understanding of the connections among knowledge, learning, and teaching.
authors.affiliation: Department of Cognitive, Linguistic, and Psychological Sciences (CLPS), Brown University, Providence, RI 02912, USA. Electronic address: dave_sobel@brown.edu.
authors.forename: David M
authors.initials: DM
authors.lastname: Sobel
authors.affiliation: Department of Cognitive, Linguistic, and Psychological Sciences (CLPS), Brown University, Providence, RI 02912, USA.
authors.forename: Susan M
authors.initials: SM
authors.lastname: Letourneau
mesh_terms: D000367:Age Factors; D002648:Child; D002657:Child Development / Q000502:physiology*; D002675:Child, Preschool; D032882:Comprehension / Q000502:physiology*; D005260:Female; D006801:Humans; D019359:Knowledge; D007858:Learning / Q000502:physiology*; D013663:Teaching / Q000523:psychology*
keywords: Cognitive development; Concepts of learning; Concepts of teaching; Knowledge change; Mental states; Metacognition; Theory of mind