Author： Bensalah Leila
Publisher： Routledge Ltd
ISSN： 0300-4430
Source： Early Child Development and Care, Vol.181, Iss.4, 2011-05, pp. : 505-516
Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.
Abstract
This study analysed the gradual emergence of the teaching/learning process by examining theory of mind (ToM) acquisition and age effects in the preschool period. We observed five dyads performing a jigsaw task drawn from a previous study. Three stages were identified. In the first one, the teacher focuses on the execution of her/his own task without paying any attention to the learner, who simply observes the teacher's actions. In the second one, the teacher recognises the learner's status, thereby allowing the learner to begin using more ways of learning. This change reflects the establishment of the complementary relationship between the roles of teacher and learner that is crucial for the teaching/learning process prior to the teacher's acquisition of ToM. In the third stage, the teacher, who is now somewhat older and has fully mastered ToM, monitors the learner's behaviour from a distance, while the latter optimises her/his learning.
Related content
Comunicacion, Lenguaje y Educacion, Vol. 6, Iss. 3, 1994-09 ,pp. :
Access to resources
Recommend
By Simón Cecilia Ochaíta Esperanza Huertas Juan Antonio
Comunicacion, Lenguaje y Educacion, Vol. 7, Iss. 4, 1995-12 ,pp. :
The Emergence of the Third Age
Ageing and Society, Vol. 7, Iss. 2, 1987-06 ,pp. :
HIGHER EDUCATION ABSTRACTS, Vol. 53, Iss. 1, 2018-01 ,pp. :
HIGHER EDUCATION ABSTRACTS, Vol. 50, Iss. 4, 2015-10 ,pp. :