Learning others' point of view: perspective taking and prosocial behaviour in preschoolers

Cigala, Ada; Mori, Arianna; Fangareggi, Francesca

doi:10.1080/03004430.2014.987272

Cited by 54 publications

(55 citation statements)

References 57 publications

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“…Farrant, Devine, Maybery, and Fletche (2012) conducted a large-scale research project with Australian children, using both maternal ratings and suitable assessment tasks; they identified significant relationships among preschoolers' empathy, prosocial behavior, and EU. Finally, Cigala, Mori, and Fangareggi (2015) found that children with greater perspective-taking skills, including cognitive and emotional components, were also more inclined to behave prosocially during peer interactions. In support of this, Ornaghi et al (2015) recently reported that an intervention based on storybook reading followed by conversation on emotions had a positive effect on both EU and prosocial orientation in preschoolers.…”

Section: Emotion Understanding and Prosocial Behaviormentioning

confidence: 91%

“…In support of this, Ornaghi et al (2015) recently reported that an intervention based on storybook reading followed by conversation on emotions had a positive effect on both EU and prosocial orientation in preschoolers. Finally, Cigala, Mori, and Fangareggi (2015) found that children with greater perspective-taking skills, including cognitive and emotional components, were also more inclined to behave prosocially during peer interactions.…”

Section: Emotion Understanding and Prosocial Behaviormentioning

confidence: 91%

See 1 more Smart Citation

How to Foster Toddlers' Mental‐State Talk, Emotion Understanding, and Prosocial Behavior: A Conversation‐Based Intervention at Nursery School

Grazzani

Ornaghi

Agliati

et al. 2015

Infancy

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Recent years have seen the development and implementation of a range of training programs aimed at improving children's socio‐emotional skills. Nevertheless, few studies have been conducted with toddlers attending nursery school. In this study, we adopted observational and experimental paradigms to examine the efficacy of an intervention based on conversing about emotions with small groups of 2‐ to 3‐year‐old children. The intervention was designed to promote toddlers' mental‐state talk, emotion understanding (EU), and prosocial behavior. The training group significantly outperformed the control group in the use of mental‐state language, especially emotional‐state lexicon, EU, and prosocial behavior toward peers. There was also a significant Group × Age interaction, with the older training group participants displaying greater gains in EU than the younger ones. We discuss the theoretical and practical implications of these findings.

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Section: Emotion Understanding and Prosocial Behaviormentioning

confidence: 91%

Section: Emotion Understanding and Prosocial Behaviormentioning

confidence: 91%

How to Foster Toddlers' Mental‐State Talk, Emotion Understanding, and Prosocial Behavior: A Conversation‐Based Intervention at Nursery School

Grazzani

Ornaghi

Agliati

et al. 2015

Infancy

View full text Add to dashboard Cite

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“…Gözün-Kahraman [42] revealed that the intellect-based training program had a significant effect on the cognitive perspective -taking skills of the 48-60-months children, and the retention test that they performed a month later revealed that the effect remained the same. Cigala et al [43], in their study focusing on the effects of ecology education on perspective -taking skills, demonstrated that the effect continued through a measurement carried out six months after the completion of their study.…”

Section: Results and Analysismentioning

confidence: 98%

The Effects of “I Can Problem Solve Program” on Children’s Perspective Taking Abilities

Aras

Aslan

2018

IJERE

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<span lang="EN-US">This study was conducted to determine the effects of I Can Problem Solve Program on preschool children’s perspective taking skills. Participants were 51 children who were attending two public preschool. In the study, pretest – posttest – permanence test control group desing was used. There were an experimental group and two control groups in the study. As data collection tool, “Perspective Taking Test for Children (PTC)” which was developed by Aslan and Köksal-Akyol [1] were utilized. Firstly, PTC was applied to children as pretest. Then “I Can Problem Solve Program” which was developed by Shure [2] and adapted to Turkish by Öğülmüş [3] was applied to children in experimental group. Children in control groups were attend the regular program. After the completing the program application PTC was implemented to experimental group and control groups as posttest. Finally, PTC was applied to experimental group as permanence test after a month of posttest. At the end of the study, it was determined that I Can Problem Solve Program had a significant impact on children’s perspective taking skills. There was a statistically significant difference between experimental group and control groups in posttest, while there was no difference between the groups in prettest. Children in experimental group performed better than children in control groups in posttest. Moreover, there was no significant difference in experimental group’s scores between posttest and permanence test scores.</span>

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“…Visual perspective‐taking possibly may be related more strongly to other aspects of social functioning, such as prosocial behavior (Carlo, Knight, McGinley, Goodvin, & Roesch, ). Evidence exists showing that children who are better at determining the perspective of others, show more helping and sharing behavior in interaction with others (Carlo et al, ; Cigala, Mori, & Fangareggi, ).…”

Section: Discussionmentioning

confidence: 99%

Aggression in toddlerhood: The roles of parental beliefs, parenting behavior and precursors of theory of mind

et al. 2019

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Parental beliefs, parenting behavior, and precursors of theory of mind have been related uniquely to each other and to early aggression, but have not yet been studied simultaneously. The present study combined these risk factors in the prediction of aggression during toddlerhood using a sample of 152 mother–child dyads. At 20 months, mothers' parental beliefs (parental self‐efficacy and perceived parental impact) were examined with the Parental Cognitions and Conduct Toward the Infant Scale. Maternal parenting behavior (sensitivity, intrusiveness, and successful positive engagement) was observed during free play and teaching tasks, and children's precursors of theory of mind were assessed using a visual perspectives task and an imitation task. At 30 months, child aggression was examined using the Child Behavior Checklist. A regression analysis indicated that lower parental self‐efficacy and lower imitation skills predicted more aggressive behavior. When estimating the indirect effects using bootstrapping, a final model was found indicating that lower perceived parental impact was related to less successful positive engagement, which, in turn, was associated with children's poorer imitation abilities which predicted more aggressive behavior. It can be concluded that aggression during toddlerhood is predicted significantly by interrelated parental beliefs, parenting behavior, and children's early social cognitive abilities.

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Learning others' point of view: perspective taking and prosocial behaviour in preschoolers

Cited by 54 publications

References 57 publications

How to Foster Toddlers' Mental‐State Talk, Emotion Understanding, and Prosocial Behavior: A Conversation‐Based Intervention at Nursery School

How to Foster Toddlers' Mental‐State Talk, Emotion Understanding, and Prosocial Behavior: A Conversation‐Based Intervention at Nursery School

The Effects of “I Can Problem Solve Program” on Children’s Perspective Taking Abilities

Aggression in toddlerhood: The roles of parental beliefs, parenting behavior and precursors of theory of mind

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