Imaginary Companions, Theory of Mind and Emotion Understanding in Young Children

Autor/inn/en	Giménez-Dasí, Marta; Pons, Francisco; Bender, Patrick K.
Titel	Imaginary Companions, Theory of Mind and Emotion Understanding in Young Children
Quelle	In: European Early Childhood Education Research Journal, 24 (2016) 2, S.186-197 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2014.919778
Schlagwörter	Theory of Mind; Emotional Response; Cognitive Ability; Gender Differences; Imagination; Friendship; Fantasy; Child Development; Preschool Children; Comparative Analysis; Play; Statistical Analysis; Foreign Countries; Questionnaires; Regression (Statistics); Spain + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Denkfähigkeit; Geschlechterkonflikt; Freundschaft; Fantasie; Kindesentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Spiel; Statistische Analyse; Ausland; Fragebogen; Regression; Regressionsanalyse; Spanien
Abstract	The phenomenon of imaginary companions (ICs) has received little attention in developmental psychology, even though it can be observed in approximately 25% of preschool-aged children. Only a few studies have investigated the effect of ICs on children's theory of mind and emotion understanding, and the results are partial or inconsistent. This study used comprehensive measures to assess emotional understanding and theory of mind in children aged four to six with ICs (N = 24) and compared their performance to that of children without ICs (N = 24). Results showed that children with ICs, regardless of age and gender, have a better theory of mind and emotion understanding than children without ICs. The greatest impact of ICs was on girls' emotion understanding. The results are discussed in relation to gender differences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01