The Developmental Progression of Understanding of Mind during a Hiding Game

Autor/inn/en	Nelson, P. Brooke; Adamson, Lauren B.; Bakeman, Roger
Titel	The Developmental Progression of Understanding of Mind during a Hiding Game
Quelle	In: Social Development, 21 (2012) 2, S.313-330 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0961-205X
DOI	10.1111/j.1467-9507.2011.00638.x
Schlagwörter	Expertise; Mothers; Abstract Reasoning; Longitudinal Studies; Preschool Children; Games; Parent Child Relationship; Cognitive Development; Task Analysis; Role; Coding; Cognitive Ability; Correlation + Suchen Sie Ihr Suchwort? Expert appraisal; Mother; Mutter; Abstraktes Denken; Denken; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Game; Spiel; Spiele; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kognitive Entwicklung; Aufgabenanalyse; Rollen; Codierung; Programmierung; Denkfähigkeit; Korrelation
Abstract	In this longitudinal study, 52 typically developing preschoolers engaged in a hiding game with their mothers when children were 42-, 54-, and 66-months old. Children's understanding of mind, positive affect, and engagement with the task were rated, and mothers' utterances were coded for role and content. Analyses confirmed that some facets of children's understanding of mind developed sequentially; specifically, they expressed an understanding of knowledge access before an understanding of deception and false beliefs, and expressed an understanding of deception before an understanding of false beliefs. Children's understanding of mind increased across visits and positively correlated with false belief task performance. Results suggest that mothers may tailor the content of their utterances to the child's growing expertise, but the role of mothers' utterances did not change. Observing preschoolers engaged in a playful hiding game revealed that children's understanding of mind not only increased with age but also developed sequentially. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10