The Characteristics Of Children’s Sibling Teaching And Its Relationship With Sibling Relationship Quality And Theory Of Mind In Second-child Environment

In order to investigate the characteristics of teaching behaviors of siblings in families with multiple children,34 pairs of siblings(the first child aged 6-12 years old,the second child aged 3-6 years old)were randomly selected.In this study,the first child played the role of teacher,the second child played the role of learner,and the teaching tasks were divided into math/space teaching tasks and verbal teaching tasks: In the math/space teaching tasks,the second-born children were asked to complete a simple task and a complex task under the guidance of the first-born children.Both tasks were to read pictures and successfully build Lego.In the verbal teaching task,the second-born children were asked to complete a simple task and a complex task under the guidance of the first-born children.Both tasks were to match Chinese characters with pictures.The whole experiment was recorded,and the children’s behavior was coded according to the video.The results showed that the older teachers used more cognitive strategies in both math/space teaching and verbal teaching.The larger the age gap,the more cognitive strategies the professors used;Compared with simple math/space tasks,in complex math/space tasks,the teachers used more physical presentation and cognitive strategies,and the learners used more language and action expressions.Compared with simple verbal tasks,in complex verbal tasks,teachers used more cognitive strategies and learners used more verbal expressions.Compared with verbal teaching tasks,teachers used more physical presentation and cognitive strategies in math/space teaching tasks,while learners used more motor presentation,negative feedback and disengagement tasks.In math/space teaching,the cognitive strategies of the professors significantly positively predicted the learners’ motor and verbal expressions.Teachers’ positive feedback significantly positively predicted learners’ positive feedback;Teachers’ negative feedback significantly positively predicted learners’ negative feedback.In speech teaching,the cognitive strategies of the teachers significantly positively predicted learners’ verbal expression,motor expression and positive feedback.In order to investigate the influence of theory of mind on teachers and learners in the teaching behavior of compatriots,the first and second born children were tested on theory of mind respectively.The results showed that the teachers’ theory of mind significantly positively predicted their cognitive strategies and positive feedback in both math/spatial teaching tasks and verbal teaching tasks.Learner’s theory of mindsignificantly negatively predicts their disengagement behavior.In order to investigate the influence of sibling relationship quality on teachers and learners in sibling teaching,parents of two children were asked to fill in a questionnaire about sibling relationship quality.The results showed that in math/space teaching tasks,sibling relationship quality significantly positively predicted the cognitive strategies of teachers,and the verbal and verbal expressions of learners.The negative feedback of professors who negatively predicted the quality of sibling relationship;In the verbal teaching task,the quality of sibling relationship significantly positively predicted the cognitive strategies of the professors and the language representation of the learners.According to the characteristics and influencing factors of the sibling teaching,this paper puts forward the following educational suggestions: facing the spontaneity of the teaching behavior of compatriots,parents should respect this spontaneity,and provide a good environment for children to participate more in the sibling teaching;In the face of gender characteristics in the sibling teaching,parents should respect the physical and mental development characteristics of children of different genders,develop children’s strengths and correct their weaknesses;Parents can make full use of the relative equality of sibling interaction,encourage children to boldly express themselves in teaching activities,encourage two children to cooperate in learning;Parents can provide teachers with appropriate teaching materials according to the diversity of subjects involved in the sibling teaching.In view of the influence of age and age gap,parents can guide children according to their characteristics at different ages.In view of the influence of theory of mind,parents can carry out more parent-child communication,so as to improve the level of children’s theory of mind;In view of the influence of the quality of sibling relationship,parents should establish a harmonious and loving family atmosphere and make efforts to establish a good quality of sibling relationship.In view of the difficulty of teaching tasks,parents can provide both simple and complex tasks,and provide appropriate guidance when children are teaching complex tasks,so as to cultivate children’s ability to solve problems.In view of the characteristics of learners imitating professors,they should intervene the behavior of professors.Meanwhile,parents should provide material and emotional support for their sibling teaching.