Perspective Taking: Training Procedures in Developmentally Typical Preschoolers. Different Intervention Methods and Their Effectiveness

Autor/inn/en	Mori, Arianna; Cigala, Ada
Titel	Perspective Taking: Training Procedures in Developmentally Typical Preschoolers. Different Intervention Methods and Their Effectiveness
Quelle	In: Educational Psychology Review, 28 (2016) 2, S.267-294 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-015-9306-6
Schlagwörter	Perspective Taking; Literature Reviews; Intervention; Preschool Children; Teaching Methods; Cognitive Development; Emotional Development; Theory of Mind; Behaviorism; Social Influences; Comparative Analysis + Suchen Sie Ihr Suchwort? Zukunftsperspektive; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Kognitive Entwicklung; Gefühlsbildung; Behaviourism; Behaviorismus; Sozialer Einfluss
Abstract	Perspective taking, defined as the ability to take on the visual, cognitive, and affective perspective of others, is considered a highly adaptive skill, vital for the child's social, intellectual, and emotional development. This article provides a critical analysis of scientific psychological literature from 1995 to the present on the main methods of intervention used to promote perspective taking in developmentally typical preschool children (3-5 years). The focus is on different methodological approaches, and how the cognitive and emotional dimensions that make up this capacity have been developed through specific operational procedures, emphasizing their strengths and critical factors. In particular, it focuses on the intervention methods based on three major analytical perspectives, specifically the cognitive approach [Theory of Mind (ToM)], the behaviorist approach [Relational Frame Theory (RFT)], and finally, the socio-constructionist approach, are compared. Analysis of the collected data has revealed that despite some critical yet controversial factors, it is actually possible to teach and improve perspective taking in preschoolers through different methods, applicable in different contexts and dependent on the involvement of significant adults, such as parents and educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01