Theory of mind skills and peer relationships in children's adjustment to preschool

被引：0

作者：

Unluer, Esra ^{[1
]}

机构：

[1] Kocaeli Univ, Fac Educ, Dept Presch Educ, Kocaeli, Turkiye

来源：

FRONTIERS IN PSYCHOLOGY | 2024年 / 15卷

关键词：

theory of mind; peer relationship; school adjustment; school liking; preschool children; SCHOOL ADJUSTMENT; EXECUTIVE FUNCTION; FALSE-BELIEF; ACADEMIC-ACHIEVEMENT; SOCIAL WITHDRAWAL; EFFORTFUL CONTROL; CHILDHOOD; SHYNESS; KINDERGARTEN; COMPETENCE;

D O I：

10.3389/fpsyg.2024.1373898

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

School adjustment affects children's future lives in many ways. This study examined the relationship between ToM skills, peer relationships, and school adjustment. Specifically, this study determined whether preschool children's school adjustment could be significantly predicted by theory of mind (ToM) skills and peer relationships. A total of 164 children aged 4 (34.5%), and 5 (38%) years of preschool attendance participated in the study. According to the research, children's age, theory of mind, peer relations, and school adjustment are closely related. It was also found that the theory of mind significantly predicted school adjustment (school liking/avoidance) and that prosocial and aggressive behavior predicted school liking.

引用

页数：10

共 50 条

[41] The Theory of Mind as a mental mechanism of communicative success in preschool children
Sergienko, Elena A.
Ulanova, Anna Y.
FIFTH ANNUAL INTERNATIONAL CONFERENCE - EARLY CHILDHOOD CARE AND EDUCATION, 2016, 233 : 8 - 12
[42] Social interaction skills and theory of mind in young children
Watson, AC
Nixon, CL
Wilson, A
Capage, L
DEVELOPMENTAL PSYCHOLOGY, 1999, 35 (02) : 386 - 391
[43] Investigation of Peer Relationships of Children with and without Special Needs in the Preschool Period
Ozokcu, Osman
INTERNATIONAL JOURNAL OF EARLY CHILDHOOD SPECIAL EDUCATION, 2018, 10 (02) : 92 - 105
[44] Nice and nasty theory of mind in preschool children:: Nature and nurture
Ronald, A
Happé, F
Hughes, C
Plomin, R
SOCIAL DEVELOPMENT, 2005, 14 (04) : 664 - 684
[45] Referential communication abilities and Theory of Mind development in preschool children
Resches, Mariela
Perez Pereira, Miguel
JOURNAL OF CHILD LANGUAGE, 2007, 34 (01) : 21 - 52
[46] A brief paradigm to evaluate mentalization and theory of mind, in preschool children
Lascarez Martinez, S.
Flores Lazaro, J.
EUROPEAN PSYCHIATRY, 2020, 63 : S324 - S325
[47] The Development of Theory of Mind and Positive and Negative Reciprocity in Preschool Children
Schug, Joanna
Takagishi, Haruto
Benech, Catalina
Okada, Hiroyuki
FRONTIERS IN PSYCHOLOGY, 2016, 7
[48] Supporting Inferential Comprehension in the Preschool Classroom: The Roles of Theory of Mind and Executive Skills
DeBruin-Parecki, Andrea
Cartwright, Kelly B.
READING TEACHER, 2023, 77 (02): : 146 - 155
[49] Language and theory of mind in preschool children with specific language impairment
Farrar, M. Jeffrey
Johnson, Bonnie
Tompkins, Virginia
Easters, Molly
Zilisi-Medus, Andrea
Benigno, Joann P.
JOURNAL OF COMMUNICATION DISORDERS, 2009, 42 (06) : 428 - 441
[50] Children's Theory of Mind, Self-Perceptions, and Peer Relations: A Longitudinal Study
Bosacki, Sandra Leanne
INFANT AND CHILD DEVELOPMENT, 2015, 24 (02) : 175 - 188

← 1 2 3 4 5 →