Preschoolers' Understanding of How Others Learn through Action and Instruction

Autor/inn/en	Sobel, David M.; Letourneau, Susan M.
Titel	Preschoolers' Understanding of How Others Learn through Action and Instruction
Quelle	In: Child Development, 89 (2018) 3, S.961-970 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12773
Schlagwörter	Preschool Children; Beliefs; Inquiry; Learning Processes; Age Differences; Story Telling; Metacognition; Developmental Stages + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Belief; Glaube; Learning process; Lernprozess; Age; Difference; Age difference; Altersunterschied; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	It is widely believed that exploration is a mechanism for young children's learning. The present investigation examines preschoolers' beliefs about how learning occurs. We asked 3- to 5-year-olds to articulate how characters in a set of stories learned about a new toy. Younger preschoolers were more likely to overemphasize the role of characters' actions in learning than older children were (Experiment 1, N = 53). Overall performance improved when the stories explicitly stated that characters were originally ignorant and clarified the characters' actions, but general developmental trends remained (Experiment 2, N = 48). These data suggest that explicit metacognitive understanding of the relation between actions and learning is developing during the preschool years, which might have implications for how children learn from exploration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01