본문 바로가기
  • Home

The Relations among Teaching, False Belief, Vocabulary and School Readiness

  • THE KOREAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY
  • 2011, 24(2), pp.87-102
  • Publisher : The Korean Society For Developmental Psychology
  • Research Area : Social Science > Psychological Science

Hyeon Jin Lee 1

1영남대학교

Accredited

ABSTRACT

This study examined the role of intention in 3-and 5-year-olds’ understanding of teaching, using 4 different stories(successful teaching, failed teaching, successful imitation, failed imitation). The finding indicated that 5-year-olds considered teaching as an intentional activity only in the teaching tasks regardless of successful results. It suggested that the children’s responses could not be interpreted in terms of the functional definition of teaching. This study also examined which variables such as teaching, false belief, and vocabulary could predict children’s school readiness. The results of multiple regression analyses suggested that 5-year-olds’ expressive vocabularies uniquely predicted their school readiness-language and cognitive skills.

Citation status

* References for papers published after 2022 are currently being built.