The Development of Teaching Ability as Executive Function in Preschool Children： Toward Linking Teaching Strategies with Theory of Mind

The purposes of this study were to examine how preschool teacher's teaching skills or strategies are adapted flexibly to monitor and support learner's changing processes of understanding. We had also very interest in how the preschooler's teaching strategies related with ToM or the mental understanding of others. Fifty two 6.5-, 5.5-,4.5- year-old children participated in the peer teaching with the board game adapted from Strauss, et al. （2002） & Davis-Unger & Carlson （2008）. Main analysis was focused on the 6.5-and 5.5-year-old's teaching strategies concerned with ToM （location false belief & knowledge change）. A series of analyses revealed that there was a beginning of relation between preschool children's teaching strategies and ToM especially functioning of location false belief. These results were discussed from the Tomasello's （1998） argument that the process of collaborating involves socio-cognitive bases of second-order mental states integrating partner's participation through collaborative and intersubjective relationships