Developing Theory of Mind Abilities in Swedish Pre-Schoolers

Autor/inn/en	Sundqvist, Annette; Holmer, Emil; Koch, Felix-Sebastian; Heimann, Mikael
Titel	Developing Theory of Mind Abilities in Swedish Pre-Schoolers
Quelle	In: Infant and Child Development, 27 (2018) 4, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sundqvist, Annette) ORCID (Holmer, Emil) ORCID (Koch, Felix-Sebastian) ORCID (Heimann, Mikael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.2090
Schlagwörter	Theory of Mind; Preschool Children; Social Development; Emotional Development; Foreign Countries; Developmental Stages; Gender Differences; Age Differences; Cultural Differences; Task Analysis; Teaching Methods; Parent Child Relationship; Child Development; Sweden + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Entwicklung; Gefühlsbildung; Ausland; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Kultureller Unterschied; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kindesentwicklung; Schweden
Abstract	This study explored the development of theory of mind (ToM) in 80 Swedish-speaking 3- to 5-year-olds, a previously unstudied language and culture. The ToM scale was translated and tested in a Swedish context. The results show that the ToM abilities improve significantly with age. In addition, a gender difference was observed for the whole sample, girls outperformed boys, but follow-up analyses revealed that the difference only remained significant for the 4-year-olds. No gender differences were observed at 3 and 5 years of age. When conducting a scalability analysis, the overall Wellman and Liu scale showed less than acceptable scalability. However, when removing the last task of the scale (Real-Apparent Emotion), the fit and scalability was good. The reason for this divergent result is discussed in terms of cultural differences, such as parental and pedagogical practices in Sweden, which might especially focus on developing children's socio-emotional understanding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01