Toddlers' Joint Engagement Experience Facilitates Preschoolers' Acquisition of Theory of Mind

Autor/inn/en	Nelson, P. Brooke; Adamson, Lauren B.; Bakeman, Roger
Titel	Toddlers' Joint Engagement Experience Facilitates Preschoolers' Acquisition of Theory of Mind
Quelle	In: Developmental Science, 11 (2008) 6, S.847-852 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/j.1467-7687.2008.00733.x
Schlagwörter	Comprehension; Toddlers; Cognitive Development; Longitudinal Studies; Theories; Preschool Children; Listening Comprehension; Beliefs; Social Characteristics; Emotional Response; Language Acquisition + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Infant; Infants; Toddler; Kleinkind; Kognitive Entwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Theory; Theorie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Hörverständnis; Belief; Glaube; Gesellschaftsbild; Emotionales Verhalten; Sprachaneignung; Spracherwerb
Abstract	Forty-two children participated in a longitudinal study that investigated the relationship between their joint engagement experience when toddlers and their development of theory of mind when preschoolers. Controlling for language comprehension at 30 months, higher preschool false belief scores were associated with more time in coordinated joint engagement earlier (18-21 mo, [beta] = 0.34) and in symbol-infused joint engagement later (27-30 mo, [beta] = 0.35) in toddlerhood. Findings suggest that the early foundation of theory of mind development is laid as toddlers attend to both social-emotional and symbolic aspects of shared events. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10