The development of children's teaching varies by cultural input: evidence from China and the U.S.
Teaching, often seen as a natural cognitive ability, is also shaped by cultural environments. This study compared the teaching strategies among 146 3- to 7-year-old children (81 females) from the U.S. (n = 52, White) and China (traditional preschool n = 49, Asian; “westernized” preschool n = 45, Asi...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-01-01
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| Series: | Frontiers in Developmental Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fdpys.2025.1511224/full |
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| author | Nina Ni Ye Yixin Kelly Cui Samuel Ronfard Kathleen H. Corriveau |
| author_facet | Nina Ni Ye Yixin Kelly Cui Samuel Ronfard Kathleen H. Corriveau |
| author_sort | Nina Ni Ye |
| collection | DOAJ |
| description | Teaching, often seen as a natural cognitive ability, is also shaped by cultural environments. This study compared the teaching strategies among 146 3- to 7-year-old children (81 females) from the U.S. (n = 52, White) and China (traditional preschool n = 49, Asian; “westernized” preschool n = 45, Asian). Children taught a board game to learners with varying knowledge levels. We measured children's false belief and knowledge attribution and coded three teaching strategies: verbal, contrastive, and contingent. Results showed that children from traditional Chinese preschools were less likely to engage in verbal and contingent teaching than their U.S. and “westernized” Chinese counterparts. Knowledge attribution predicted teaching strategies across cultures. These findings underscore the influence of cultural input on teaching strategies. |
| format | Article |
| id | doaj-art-e066a5078c1f471f81a5e29c5b8405df |
| institution | Kabale University |
| issn | 2813-7779 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Developmental Psychology |
| spelling | doaj-art-e066a5078c1f471f81a5e29c5b8405df2025-01-29T06:45:51ZengFrontiers Media S.A.Frontiers in Developmental Psychology2813-77792025-01-01310.3389/fdpys.2025.15112241511224The development of children's teaching varies by cultural input: evidence from China and the U.S.Nina Ni Ye0Yixin Kelly Cui1Samuel Ronfard2Kathleen H. Corriveau3Counseling Psychology and Applied Human Development, Boston University, Boston, MA, United StatesCounseling Psychology and Applied Human Development, Boston University, Boston, MA, United StatesDepartment of Psychology, University of Toronto Mississauga, Mississauga, ON, CanadaCounseling Psychology and Applied Human Development, Boston University, Boston, MA, United StatesTeaching, often seen as a natural cognitive ability, is also shaped by cultural environments. This study compared the teaching strategies among 146 3- to 7-year-old children (81 females) from the U.S. (n = 52, White) and China (traditional preschool n = 49, Asian; “westernized” preschool n = 45, Asian). Children taught a board game to learners with varying knowledge levels. We measured children's false belief and knowledge attribution and coded three teaching strategies: verbal, contrastive, and contingent. Results showed that children from traditional Chinese preschools were less likely to engage in verbal and contingent teaching than their U.S. and “westernized” Chinese counterparts. Knowledge attribution predicted teaching strategies across cultures. These findings underscore the influence of cultural input on teaching strategies.https://www.frontiersin.org/articles/10.3389/fdpys.2025.1511224/fullcultureteachingpreschoolerssocial transmissioncognitive development |
| spellingShingle | Nina Ni Ye Yixin Kelly Cui Samuel Ronfard Kathleen H. Corriveau The development of children's teaching varies by cultural input: evidence from China and the U.S. Frontiers in Developmental Psychology culture teaching preschoolers social transmission cognitive development |
| title | The development of children's teaching varies by cultural input: evidence from China and the U.S. |
| title_full | The development of children's teaching varies by cultural input: evidence from China and the U.S. |
| title_fullStr | The development of children's teaching varies by cultural input: evidence from China and the U.S. |
| title_full_unstemmed | The development of children's teaching varies by cultural input: evidence from China and the U.S. |
| title_short | The development of children's teaching varies by cultural input: evidence from China and the U.S. |
| title_sort | development of children s teaching varies by cultural input evidence from china and the u s |
| topic | culture teaching preschoolers social transmission cognitive development |
| url | https://www.frontiersin.org/articles/10.3389/fdpys.2025.1511224/full |
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