Affiliation:
1. School of Psychology The University of Queensland Brisbane Queensland Australia
2. School of Health and Rehabilitation Sciences The University of Queensland Brisbane Queensland Australia
Abstract
AbstractThe study examined the presence and nature of a relationship between 13 early childhood educators' mental state language (MSL) and 77 preschool children's (3‐ to 5 years) Theory of Mind (ToM). Educator language samples were elicited during two naturalistic group‐time contexts, wordless picture book storytelling and an instructional building task. MSL was coded according to a comprehensive scheme that captures facets of MSL content and quality. To account for well‐established determinants of ToM, a range of child‐ and family‐level factors were also measured. Results indicated no significant relationship between educator MSL during group level instruction and children's ToM in the preschool setting. Although these findings challenge the assumption that educators' MSL is important for children's ToM development, important future directions are discussed.
Funder
John Templeton Foundation
Subject
Developmental Neuroscience,Developmental and Educational Psychology
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