The Relations among Teaching, False Belief, Vocabulary and School Readiness (가르치기 이해, 틀린 믿음 이해, 어휘와 학업 준비도와의 관계 )

Hyeon Jin Lee (이현진)

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.

KEYWORDS

understanding of teaching, intentional definition, functional definition, false belief, expressive vocabulary, expressive vocabulary, school readiness

Citation status

* References for papers published after 2023 are currently being built.

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