Hostname: page-component-78c5997874-dh8gc Total loading time: 0 Render date: 2024-11-19T06:55:39.405Z Has data issue: false hasContentIssue false
  • English
  • Français

Understanding teaching needs development

Published online by Cambridge University Press:  08 June 2015

Sarah R. Beck
Sarah R. Beck*
Affiliation:
School of Psychology, University of Birmingham, Edgbaston, Birmingham B15 2TT, United Kingdom. [email protected]/psychology
Get access Rights & Permissions [Opens in a new window]

Abstract

To fully understand teaching, we need to know how it develops ontogenetically. Developmental questions about the emergence of different types of teaching behaviour in young humans and the psychological capabilities that underpin them are currently overlooked. Incorporating the individual's development from learner to teacher would expand the scope and impact of Kline's useful framework.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 38 , 2015 , e34
Copyright
Copyright © Cambridge University Press 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Apperly, I. A. (2011) Mindreaders: The cognitive basis of theory of mind. Psychology Press.Google Scholar
Ashley, J. & Tomasello, M. (1998) Cooperative problem-solving and teaching in preschoolers. Social Development 7:143–63. Available at: http://dx.doi.org/10.1111/1467-9507.00059.Google Scholar
Baillargeon, R., Scott, R. M. & He, Z. (2010) False-belief understanding in infants. Trends in Cognitive Sciences 14:110–18. Available at: http://dx.doi.org/10.1016/j.tics.2009.12.006 Google Scholar
Beran, M. J., Brandl, J., Perner, J. & Proust, J., eds. (2012) Foundations of metacognition. Oxford University Press. Available at: http://dx.doi.org/10.1093/acprof:oso/9780199646739.001.0001 Google Scholar
Davis-Unger, A. C. & Carlson, S. M. (2008) Development of teaching skills and relations to theory of mind in preschoolers. Journal of Cognition and Development 9:26–45. Available at: http://dx.doi.org/10.1080/15248370701836584.Google Scholar
Kovács, Á. M., Téglás, E. & Endress, A. D. (2010) The social sense: Susceptibility to others' beliefs in human infants and adults. Science 330:1830–34. doi: 10.1126/science.1190792.Google Scholar
Sodian, B. (2011) Theory of mind in infancy. Child Development Perspectives 5:39–43. Available at: http://dx.doi.org/10.1111/j.1750-8606.2010.00152.x Google Scholar
Strauss, S., Ziv, M. & Stein, A. (2002) Teaching as a natural cognition and its relations to preschoolers' developing theory of mind. Cognitive Development 17:1473–87. doi: 10.1016/S0885-2014(02)00128-4.Google Scholar