The development of inhibitive teaching behavior in preschool children and understanding of the prescoolers' teaching activities by children workers.

儿童的教学行为在幼儿期逐渐变得更加复杂。对于幼儿来说，学习如何在日常生活中使用教学技巧是很重要的。本研究旨在探讨学前儿童抑制性教学的发展情况。结果表明，只有当故事中呈现主人公想要自己解决问题的信息时，5至6岁的儿童才会选择抑制性教学行为。这些结果表明，学前儿童可以推断他人的心理状态，并在朋友的愿望出现时抑制教学然而，保育工作者却期望并鼓励幼儿在朋友精神状态不存在的情况下，抑制自己的教学活动，并对朋友进行看护。这表明，幼儿抑制性教学行为的发展应受到这些期望和鼓励的影响。

Children's teaching behavior becomes progressively more sophisticated in early childhood. It is important for young children to learn how to use teaching skills in everyday life. The purpose of this research was to investigate the development of inhibitive teaching in preschool children.The results showed that 5 to 6 year old children could select inhibitive teaching behavior only when the information that protagonist wanted to solve the problem by oneself was presented in the story.These results suggested that preschoolers could infer another person's mental states and inhibit to teach when friend's desire was presented clearly.The childcare workers, however, expected and encouraged the young children to inhibit their teaching activities and watch over their friends even in the case the absence of the friend's mental states.It is suggested that the development of inhibitive teaching behavior in preschool children should be influenced by these expectations and encouragement.