Children's Selective Teaching and Informing: A Meta-Analysis

Abstract

Empirical studies on selective teaching and informing indicate that children may vary what they teach depending on whom they are teaching, taking into account how helpful the information is for a given audience. The current meta-analysis quantifies the effect of selective informing and teaching in 2–7-year-olds by examining the relationship between the helpfulness of the information and the frequency of information transmission. Through a systematic search that yielded 1483 results, 28 studies (104 effect sizes, N = 2716) met the inclusion criteria. Using robust variance estimation, we found a medium average effect, Hedges’ g = 0.578, 95% CI (0.331, 0.825), suggesting that children selectively share information based on its perceived helpfulness to the listener. Moderator analyses revealed that age and communicative context were significant factors. Children were more informative in their communication when asked to teach compared to other, nonpedagogical prompts. This finding supports and extends natural pedagogy theory—young children not only interpret pedagogical information differently than information acquired through other means, but they are more selective in their informing when teaching. Additionally, we observed a key developmental progression at age 4. Four- to 7-year-olds, but not 2–3-year-olds, selectively shared information that was most helpful for a given learner. This coincides with the development of false-belief understanding, which undergoes significant development at around age 4. Taken together, the present synthesis suggests that young children actively engage in selective social learning from both sides, that of beneficiaries and benefactors of valuable information.