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Teachers' understanding of teaching comes from teaching practice. The breadth and depth of teachers' understanding of teaching reflect the level of teachers' teaching to a certain extent. Teachers' understanding of teaching can be divided into three levels and types, namely, technical understanding of teaching, methodological understanding of teaching and practical understanding of teaching, which not only reflects the development process and level of teachers' understanding of teaching at the vertical level, but also displays different types of teachers' understanding of teaching at the horizontal level. The multi-dimensional phenomenon of teachers' understanding of teaching is manifested in the holistic understanding of teaching contents, multi-directional understanding of teaching forms and reflective understanding of teaching activities. Its realizing orientation includes adhering to the orientation of teachers' understanding of teaching to combine tradition with modernity, the principle of teachers' understanding of teaching to combine norms with morality, and the process of teachers爷understanding of teaching to unify conservatism and criticism. [ABSTRACT FROM AUTHOR]

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The current study investigated the role of theory of mind development in school readiness among 120 low-income preschool and kindergarten children. A short-term longitudinal design was used to examine relations among theory of mind, the understanding of teaching, and learning behaviors and their collective role in children's literacy and numeracy skills at school entry. Results replicate differences in theory of mind development among low-income children as compared to typically studied, higher- income samples. Theory of mind and the combination of several sociocognitive variables successfully predicted concurrent relations with academic outcomes. Children's understanding of teaching predicted changes in literacy scores over time. Results are discussed in the context of what is known about theory of mind and sociocognitive development in school readiness. [ABSTRACT FROM AUTHOR]