Not Just Numeracy and Literacy: Theory of Mind Development and School Readiness Among Low-Income Children

被引：10
作者：
Cavadel, Elizabeth Woodburn [1 ]
Frye, Douglas A. [2 ]
机构：
[1] Mathemat Policy Res, 1100 First St NE,12th Floor, Washington, DC 20002 USA
[2] Univ Penn, Grad Sch Educ, Human Dev & Quantitat Methods Div, Philadelphia, PA 19104 USA
来源：
DEVELOPMENTAL PSYCHOLOGY | 2017年 / 53卷 / 12期
关键词：
theory of mind; understanding of teaching; school readiness; preschool; Head Start; THEORY-OF-MIND; FALSE-BELIEF; EXECUTIVE FUNCTION; LEARNING BEHAVIORS; SOCIAL COMPETENCE; EARLY-CHILDHOOD; SELF-REGULATION; KNOWLEDGE; PRESCHOOL; LANGUAGE;
D O I：
10.1037/dev0000409
中图分类号：
B844 [发展心理学（人类心理学）];
学科分类号：
040202 ;
摘要：
The current study investigated the role of theory of mind development in school readiness among 120 low-income preschool and kindergarten children. A short-term longitudinal design was used to examine relations among theory of mind, the understanding of teaching, and learning behaviors and their collective role in children's literacy and numeracy skills at school entry. Results replicate differences in theory of mind development among low-income children as compared to typically studied, higher-income samples. Theory of mind and the combination of several sociocognitive variables successfully predicted concurrent relations with academic outcomes. Children's understanding of teaching predicted changes in literacy scores over time. Results are discussed in the context of what is known about theory of mind and sociocognitive development in school readiness.
引用
收藏
页码：2290 / 2303
页数：14
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