Training Preschoolers' Prospective Abilities through Conversation about the Extended Self

Autor/inn/en	Chernyak, Nadia; Leech, Kathryn A.; Rowe, Meredith L.
Titel	Training Preschoolers' Prospective Abilities through Conversation about the Extended Self
Quelle	In: Developmental Psychology, 53 (2017) 4, S.652-661 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000283
Schlagwörter	Preschool Children; Interaction; Adults; Interpersonal Communication; Memory; Planning; Thinking Skills; Hypothesis Testing; Time; Responses; Coding; Training; Developmental Psychology; Massachusetts (Boston) + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interaktion; Interpersonale Kommunikation; Gedächtnis; Ablaufplanung; Planungsprozess; Denkfähigkeit; Hypothesenprüfung; Hypothesentest; Zeit; Codierung; Programmierung; Ausbildung; Entwicklungspsychologie
Abstract	The ability to act on behalf of one's future self is related to uniquely human abilities such as planning, delay of gratification, and goal attainment. Although prospection develops rapidly during early childhood, little is known about the mechanisms that support its development. Here we explored whether encouraging children to talk about their extended selves (self outside the present context) boosts their prospective abilities. Preschoolers (N = 81) participated in a 5-min interaction with an adult in which they were asked to talk about events in the near future, distant future, near past, or present. Compared with children discussing their present and distant future, children asked to discuss events in their near future or near past displayed better planning and prospective memory. Additionally, those 2 conditions were most effective in eliciting self-projection (use of personal pronouns). Results suggest that experience communicating about the temporally contiguous, extended self may promote children's future-oriented thinking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01