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Sharing a Language Guides and Constrains Exploration and Discovery in Preschool Children

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Title: Sharing a Language Guides and Constrains Exploration and Discovery in Preschool Children
Language: English
Authors: Nazlı Altınok (ORCID 0000-0003-1155-4415), Rebeka Anna Zsoldos, Krisztina Andrási, Ildiko Király, Marco F. H. Schmidt (ORCID 0000-0001-7651-1681)
Source: Infant and Child Development. 2026 35(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Preschool Children, Learning Processes, Foreign Countries, Preschool Teachers, Teaching Methods, Oral Language, Discovery Learning, Language Usage, Group Membership
Geographic Terms: Hungary
DOI: 10.1002/icd.70104
ISSN: 1522-7227
1522-7219
Abstract: Children selectively acquire knowledge from reliable epistemic sources who provide them with relevant learning opportunities. This study investigated whether such selectivity extends to artefact learning and whether pedagogical cues restrict exploration depending on the teacher's linguistic group membership. Building on previous work which showed that pedagogy limits exploration, we compared how monolingual Hungarian 4- to 5- year-old children explore a novel artefact with four different functions in two experimental conditions (n = 30 each) and a baseline condition (n = 18). Children in the experimental conditions observed a nonverbal, pedagogical demonstration of the target function either by a linguistic ingroup member or a linguistic outgroup member, whilst children in the baseline condition received no demonstration. Children learned the demonstrated function in both experimental conditions but not in the baseline condition. Exploration and discovery were most restricted when the teacher spoke their native language in comparison to when she spoke a foreign language. This conceptual replication extends previous findings by showing that relevance expectations (e.g., how 'we' do things) triggered by linguistic group membership cues, not teaching alone, constrain children's exploratory behaviour.
Abstractor: As Provided
Notes: https://osf.io/5smje/?view_only=f3afcd7654bd4a819fe3d8327fb4b4ee
Entry Date: 2026
Accession Number: EJ1504158
Database: ERIC
FullText Text:
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PubType: Academic Journal
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IllustrationInfo
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  Data: Sharing a Language Guides and Constrains Exploration and Discovery in Preschool Children
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Nazlı+Altınok%22">Nazlı Altınok</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1155-4415">0000-0003-1155-4415</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rebeka+Anna+Zsoldos%22">Rebeka Anna Zsoldos</searchLink><br /><searchLink fieldCode="AR" term="%22Krisztina+Andrási%22">Krisztina Andrási</searchLink><br /><searchLink fieldCode="AR" term="%22Ildiko+Király%22">Ildiko Király</searchLink><br /><searchLink fieldCode="AR" term="%22Marco+F%2E+H%2E+Schmidt%22">Marco F. H. Schmidt</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7651-1681">0000-0001-7651-1681</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Infant+and+Child+Development%22"><i>Infant and Child Development</i></searchLink>. 2026 35(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 16
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  Data: 2026
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Language%22">Oral Language</searchLink><br /><searchLink fieldCode="DE" term="%22Discovery+Learning%22">Discovery Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Membership%22">Group Membership</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Hungary%22">Hungary</searchLink>
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  Data: 10.1002/icd.70104
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  Data: 1522-7227<br />1522-7219
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Children selectively acquire knowledge from reliable epistemic sources who provide them with relevant learning opportunities. This study investigated whether such selectivity extends to artefact learning and whether pedagogical cues restrict exploration depending on the teacher's linguistic group membership. Building on previous work which showed that pedagogy limits exploration, we compared how monolingual Hungarian 4- to 5- year-old children explore a novel artefact with four different functions in two experimental conditions (n = 30 each) and a baseline condition (n = 18). Children in the experimental conditions observed a nonverbal, pedagogical demonstration of the target function either by a linguistic ingroup member or a linguistic outgroup member, whilst children in the baseline condition received no demonstration. Children learned the demonstrated function in both experimental conditions but not in the baseline condition. Exploration and discovery were most restricted when the teacher spoke their native language in comparison to when she spoke a foreign language. This conceptual replication extends previous findings by showing that relevance expectations (e.g., how 'we' do things) triggered by linguistic group membership cues, not teaching alone, constrain children's exploratory behaviour.
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  Data: As Provided
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  Data: https://osf.io/5smje/?view_only=f3afcd7654bd4a819fe3d8327fb4b4ee
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  Data: 2026
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  Data: EJ1504158
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        Value: 10.1002/icd.70104
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      – Text: English
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      – SubjectFull: Preschool Children
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      – SubjectFull: Hungary
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      – TitleFull: Sharing a Language Guides and Constrains Exploration and Discovery in Preschool Children
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