TOM goes to school: Theory of mind understanding and its link to schooling

Abstract

At present there is little doubt that research regarding the development of children’s understanding of the mind has motivated some of the most exciting research in the field of child development. However, there is very little empirical work on the relationship between theory of mind (TOM) abilities and schooling despite many classroom activities encapsulating an understanding of the mind. As a result this paper has two aims. First and foremost consideration will be given to the development and content of children’s TOM understanding. This paper will explain that children’s TOM understanding arises from a relationship between specific cognitive mechanisms and environmental stimuli and is generally in place by the age of four-years. Following this, attention will be directed towards the methods of assessing whether an individual can be considered as having a TOM. Considerable focus will be given to the false belief task since this is one of the classic methods used within this body of literature. The second aim is to consider the relationship between an understanding of the mind and factors impacting on school performance. This relationship has been investigated most notably with respect to children’s peer relationships and an overview of this work will be given. Finally, recommendations for future directions in research will be made.