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时期逐渐变得复杂。对幼儿来说，学习如何在日常生活中运用教学技巧是很重要的。本研究旨在探讨抑制性教学在学前儿童中的发展。结果表明，5 ~ 6岁儿童只有在故事中出现主人公要自己解决问题的信息时才会选择抑制性教学行为。这些结果表明，当朋友的愿望清晰地呈现出来时，学龄前儿童可以推断出他人的心理状态，并抑制教学。然而，保育员期望并鼓励幼儿抑制自己的教学活动，即使在朋友的精神状态缺失的情况下也要照顾他们的朋友。提示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.