Impact of Teacher's Mental State Talk on Young Children's Theory of Mind: A Quasi-Experiment Study

This study investigated the relationship between teachers' mental state talk and young children's theory of mind with a quasi-experiment. In total, 56 young children were assigned to the experiment group (mean(age) = 41 months, SD = 2.47, 46% girls) and the control group (mean(age) = 40.68...

Descripción completa

Detalles Bibliográficos
Autores principales: Wu, Jianfen, Liu, Minmin, Lin, Wenqi
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2021
Materias:
Psychology
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8033161/
https://www.ncbi.nlm.nih.gov/pubmed/33841292
http://dx.doi.org/10.3389/fpsyg.2021.668883
Descripción
Sumario:This study investigated the relationship between teachers' mental state talk and young children's theory of mind with a quasi-experiment. In total, 56 young children were assigned to the experiment group (mean(age) = 41 months, SD = 2.47, 46% girls) and the control group (mean(age) = 40.68 months, SD = 2.23, 43% girls). The experiment group was engaged in a 12-week intervention program with mental state talk in storytelling, casual conversations, and role-playing games, whereas the control group received no interventions. All the children were tested with three theory of mind (ToM) tasks before and after the intervention. The results indicated that the experimental group had a significant improvement in the ToM scores, whereas the control group showed no significant change. The educational implications of these findings are discussed.

Ejemplares similares