The development of future-oriented behaviour during the preschool years

学龄前阶段面向未来的行为的发展

• 批准号: 298166-2009
• 负责人: Atance, Cristina
• 金额: $ 1.82万
• 依托单位: University of Ottawa
• 依托单位国家: 加拿大
• 项目类别: Discovery Grants Program - Individual
• 财政年份: 2013
• 资助国家: 加拿大
• 起止时间: 2013-01-01 至 2014-12-31
• 项目状态: 已结题
• 来源: https://www.nserc-crsng.gc.ca/ase-oro/Details-Detailles_eng.asp?id=525891
• 关键词: development; future; oriented; behaviour; during

Most adults spend a great deal of time anticipating, planning for, and contemplating the future. Many researchers argue that our capacity for future thought is an important factor that distinguishes us from other species. Yet, little is known about when this capacity develops, and the types of behaviours that reflect it. This research seeks to address these issues through a series of experiments that will test preschoolers' (3-, 4-, and 5-year-olds) ability to make choices in the present in anticipation of events that will unfold in the future. For example, children will encounter an object (e.g., locked box with toy inside) that is missing a necessary tool (e.g., a key). At a later time, children will be told that they will be re-encountering the object and will be given the opportunity to select a tool to bring with them. Of interest, is whether children show the necessary foresight to choose the correct tool (i.e., key). Based on existing developmental theory, I predict that, around age 4, children's choices will evidence an understanding of the future. I will also vary a number of factors to determine how they might influence children's growing awareness of the future. For example, how does children's memory for the original encounter with the object impact their capacity to think ahead? Or, does the amount of delay between when children choose the tool and when it will be used affect children's choices? The answers to these questions will contribute much-needed developmental information to existing theories about future thinking which, to date, have been largely based on data from adults and non-human animals. The results of this research will also be of practical importance. The young child's transition from being predominantly rooted in the here-and-now, to anticipating and planning for the future is of critical importance to healthy development and adaptation. As such, understanding when this capacity develops, and the factors that influence it, will be of direct benefit to parents, early childhood educators, and physicians.

大多数成年人花费大量时间来预测、计划和思考未来。许多研究人员认为，我们对未来的思考能力是我们区别于其他物种的一个重要因素。然而，人们对这种能力何时发展以及反映这种能力的行为类型知之甚少。本研究旨在通过一系列实验来解决这些问题，这些实验将测试学龄前儿童（3、4 和 5 岁的孩子）在预测未来发生的事件时做出当前选择的能力。例如，孩子们会遇到一个缺少必要工具（例如钥匙）的物体（例如，里面有玩具的锁着的盒子）。稍后，孩子们将被告知他们将再次遇到该物体，并将有机会选择随身携带的工具。有趣的是，孩子们是否表现出必要的远见来选择正确的工具（即钥匙）。根据现有的发展理论，我预测，在 4 岁左右，孩子的选择将证明他们对未来的理解。我还将改变许多因素，以确定它们如何影响孩子们对未来的日益增长的认识。例如，儿童对最初遇到该物体的记忆如何影响他们提前思考的能力？或者，孩子选择工具和使用工具之间的延迟是否会影响孩子的选择？这些问题的答案将为有关未来思维的现有理论提供急需的发展信息，而迄今为止，这些理论主要基于成年人和非人类动物的数据。这项研究的结果也将具有实际意义。幼儿从主要植根于此时此地到预测和规划未来的转变对于健康发展和适应至关重要。因此，了解这种能力何时发展以及影响它的因素将对父母、幼儿教育工作者和医生直接有益。