The relationship between theory of mind and social competence with peers in Chinese urban preschoolers: the effects of rater, age, and gender-Reference-Cited by-同舟云学术

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The relationship between theory of mind and social competence with peers in Chinese urban preschoolers: the effects of rater, age, and gender

Published:2022-07-23 Issue:3 Volume:193 Page:432-446
ISSN:0300-4430
Container-title:Early Child Development and Care
language:en
Short-container-title:Early Child Development and Care

Author:

Li Fang¹²^ORCID,Jiang Yong¹,Zhang Beibei¹,Zhu Xingjian¹,Sha Tianyan¹

Affiliation:

1. Institute of Early Childhood Education, Faculty of Education, East China Normal University, Shanghai, People’s Republic of China

2. Collaborative Innovation Center of Assessment towards Basic Education Quality, East China Normal University, Shanghai, People’s Republic of China

Funder

National Social Science Fund of China

Publisher

Informa UK Limited

Subject

Pediatrics,Developmental and Educational Psychology,Social Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/03004430.2022.2102614

Reference55 articles.

1. Gender differences in social skills, problem behaviours and academic competence of Iranian kindergarten children based on their parent and teacher ratings

2. What is “theory of mind”? Concepts, cognitive processes and individual differences

3. Theory of mind development and social understanding

4. Theory of Mind and Peer Rejection at School

5. Peer Relations and the Understanding of Faux Pas: Longitudinal Evidence for Bidirectional Associations

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