Skip to main content Accessibility help

Understanding teaching needs development

  • Sarah R. Beck (a1)


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.



Hide All
Apperly, I. A. (2011) Mindreaders: The cognitive basis of theory of mind. Psychology Press.
Ashley, J. & Tomasello, M. (1998) Cooperative problem-solving and teaching in preschoolers. Social Development 7:143–63. Available at:
Baillargeon, R., Scott, R. M. & He, Z. (2010) False-belief understanding in infants. Trends in Cognitive Sciences 14:110–18. Available at:
Beran, M. J., Brandl, J., Perner, J. & Proust, J., eds. (2012) Foundations of metacognition. Oxford University Press. Available at:
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 9:2645. Available at:
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.
Sodian, B. (2011) Theory of mind in infancy. Child Development Perspectives 5:3943. Available at:
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.
Recommend this journal

Email your librarian or administrator to recommend adding this journal to your organisation's collection.

Behavioral and Brain Sciences
  • ISSN: 0140-525X
  • EISSN: 1469-1825
  • URL: /core/journals/behavioral-and-brain-sciences
Please enter your name
Please enter a valid email address
Who would you like to send this to? *


Full text views

Total number of HTML views: 0
Total number of PDF views: 0 *
Loading metrics...

Abstract views

Total abstract views: 0 *
Loading metrics...

* Views captured on Cambridge Core between <date>. This data will be updated every 24 hours.

Usage data cannot currently be displayed