Mind What Teachers Say: Kindergarten Teachers' Use of Mental State Language during Picture Story Narration

Autor/inn/en	Misailidi, Plousia; Papoudi, Despina; Brouzos, Andreas
Titel	Mind What Teachers Say: Kindergarten Teachers' Use of Mental State Language during Picture Story Narration
Quelle	In: Early Education and Development, 24 (2013) 8, S.1161-1174 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2013.765787
Schlagwörter	Foreign Countries; Cognitive Processes; Emotional Response; Story Reading; Picture Books; Kindergarten; Young Children; Theory of Mind; Language Usage; Interrater Reliability; Greece + Suchen Sie Ihr Suchwort? Ausland; Cognitive process; Kognitiver Prozess; Emotionales Verhalten; Picture book; Bilderbuch; Frühe Kindheit; Sprachgebrauch; Interrater-Reliabilität; Griechenland
Abstract	The study focuses on the mental state language kindergarten teachers use when narrating picture stories. The aims were to examine (a) individual differences in the frequency with which kindergarten teachers use mental state terms, (b) the types of mental state terms (e.g., emotion, desire, belief terms) teachers use most frequently, and (c) the effect that the content of the story to be narrated has on teachers' use of mental state language. A total of 38 kindergarten teachers took part in the study. Participants were asked to narrate a familiar picture story and six short illustrated stories that fell into one of two categories: behavioral or mentalistic. Behavioral stories emphasized the story characters' actions, whereas mentalistic stories emphasized the story characters' mental states. Research Findings: The results showed a significant variation in kindergarten teachers' use of mental state terms. Moreover, teachers used significantly more cognitive state terms than terms expressing other mental states (e.g., emotions and desires). The content of the picture story (behavioral, mentalistic) was not found to have an effect on teachers' use of mental state language. Practice or Policy: Implications of these findings for educators are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10