Mind Creation Of Theories: Children As Informal Scientists

Introduction
Teaching is a fundamental aspect of human development and culture, viewed from a cognitive-developmental perspective. We propose that teaching may be a natural cognition learned at an early age without explicit instruction, with the theory of mind playing a crucial role as a cognitive prerequisite. To better understand teaching's cognitive underpinnings, especially the theory of mind development, we gain valuable insights into human cognition and social interactions (Strauss et al., 2002). This article provides a detailed assessment of the developing theory of mind, resembling scientists in the creation, refinement, and use of theories, and explores the differentiation between the four stages of development.
The theory of mind

These initial mental models, akin to "internal working models" (Bowlby, 1969 as cited in McLeod, 2007), significantly influence social behavior and relationships. Similarly, scientists create theories by developing hypotheses and theoretical frameworks based on empirical evidence and observed patterns. Both children and scientists utilize cognitive representations to understand complex phenomena and human behavior.
Refinement of Theories _ Children as Informal Scientists
As children grow and gain more experiences, their theory of mind undergoes refinement through cognitive restructuring. They encounter situations where their initial mental models may not predict others' behavior accurately, leading to adjustments in their understanding of mental states and emotions. Similarly, scientists continuously improve their theories by incorporating new evidence and observations, subjecting their hypotheses to rigorous testing and revisions.

Use of Theories _ Children as Informal

Physically, children experience steady growth and further development of fine motor skills, allowing for increased dexterity and precise movements.
Cognitively, childhood is a period of significant cognitive advancement. Children enter the stage of concrete operational thinking, where they can understand and apply logical reasoning to concrete situations. They also begin to grasp abstract concepts and hypothetical situations as their cognitive abilities expand (Siegler, 2013).
Socially, children form stable friendships and develop a sense of belonging within their peer groups. They gain a better understanding of social dynamics, cooperation, and the importance of relationships (Thompson, 2022). Additionally, childhood is marked by experiencing psychosocial crises, such as Erikson's (1963 as cited in Seifert & Sutton, 2009) Industry and Inferiority, which impact a child's self-esteem, motivation, and sense of competence.
Emotionally, children continue to grow in their emotional awareness and regulation (Zhou & Brown, 2015). Their emotional intelligence develops further as they learn to manage their emotions effectively and navigate social interactions with greater sensitivity to others'