The development of future-oriented behaviour during the preschool years

大多数成年人花大量时间预测、计划和思考未来。许多研究人员认为，我们对未来的思考能力是我们区别于其他物种的一个重要因素。然而，对于这种能力是何时形成的，以及反映这种能力的行为类型，人们知之甚少。这项研究试图通过一系列的实验来解决这些问题，这些实验将测试学龄前儿童（3岁、4岁和5岁）在预测未来会发生的事件时做出选择的能力。例如，孩子们会遇到一个物体（例如，里面有玩具的锁着的盒子），缺少必要的工具（例如，钥匙）。稍后，孩子们将被告知他们将再次遇到这个物体，并有机会选择随身携带的工具。有趣的是，孩子们是否表现出必要的远见来选择正确的工具（即钥匙）。根据现有的发展理论，我预测，在4岁左右，孩子们的选择将证明他们对未来的理解。我还将改变一些因素，以确定它们如何影响儿童对未来日益增长的意识。例如，儿童对最初遇到物体的记忆如何影响他们提前思考的能力？或者，孩子选择工具和使用工具之间的时间差会影响孩子的选择吗？这些问题的答案将为现有的关于未来思维的理论提供急需的发展信息，迄今为止，这些理论主要基于成人和非人类动物的数据。本研究的结果也将具有实际意义。幼儿从主要立足于此时此地到预测和规划未来的过渡，对健康发展和适应至关重要。因此，了解这种能力何时发展，以及影响它的因素，将对父母、幼儿教育工作者和医生有直接的好处。

Most adults spend a great deal of time anticipating, planning for, and contemplating the future. Many researchers argue that our capacity for future thought is an important factor that distinguishes us from other species. Yet, little is known about when this capacity develops, and the types of behaviours that reflect it. This research seeks to address these issues through a series of experiments that will test preschoolers' (3-, 4-, and 5-year-olds) ability to make choices in the present in anticipation of events that will unfold in the future. For example, children will encounter an object (e.g., locked box with toy inside) that is missing a necessary tool (e.g., a key). At a later time, children will be told that they will be re-encountering the object and will be given the opportunity to select a tool to bring with them. Of interest, is whether children show the necessary foresight to choose the correct tool (i.e., key). Based on existing developmental theory, I predict that, around age 4, children's choices will evidence an understanding of the future. I will also vary a number of factors to determine how they might influence children's growing awareness of the future. For example, how does children's memory for the original encounter with the object impact their capacity to think ahead? Or, does the amount of delay between when children choose the tool and when it will be used affect children's choices? The answers to these questions will contribute much-needed developmental information to existing theories about future thinking which, to date, have been largely based on data from adults and non-human animals. The results of this research will also be of practical importance. The young child's transition from being predominantly rooted in the here-and-now, to anticipating and planning for the future is of critical importance to healthy development and adaptation. As such, understanding when this capacity develops, and the factors that influence it, will be of direct benefit to parents, early childhood educators, and physicians.