MINDFUL LEARNING: CHILDREN'S DEVELOPING THEORY OF MIND AND THEIR UNDERSTANDING OF THE CONCEPT OF LEARNING

摘要: Applying self-regulated learning in early childhood classrooms assumes that children are metacognitive learners by default, an assumption which is deeply flawed. The theoretical advancement theory of mind development provides new perspectives understanding the challenges young facing comprehension mental states learning. present study proposed critical for to engage mindful learning, refers during learner consciously aware own and changes them, both motivational epistemic states. This dissertation launched investigation children’s developing as a process representational change from framework. goal was pinpoint properties essential examine their relationship with ability including false belief understanding, outline developmental trajectory preschool elementary school years. Six studies focused on knowledge beliefs about state intention. Simple stories concerning various scenarios were designed address concept results found vi first understood behavior independent change. Changes correlated emerging ability, developed through Around time entry, began appreciate mind, people decide whether learn based state. They also understand intention often related outcome; however, neither sufficient nor necessary condition Based data battery those literature, it suggested different cultures might develop via routes. implication discussed relation metacognition, personal epistemology. practical context pedagogy curriculum well readiness. Degree Type Dissertation Name Doctor Philosophy (PhD) Graduate Group Education First Advisor Douglas A. Frye available at ScholarlyCommons: http://repository.upenn.edu/edissertations/157