Mind What Teachers Say: Kindergarten Teachers’ Use of Mental State Language During Picture Story Narration

Misailidi, Plousia; Papoudi, Despina; Brouzos, Andreas

doi:10.1080/10409289.2013.765787

Cited by 13 publications

(3 citation statements)

References 30 publications

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“…Due to limited sample size of the present study these differences were not significant. Consistent with previous studies (King, 2013;Misailidi et al, 2013)this study found that teachers not only use more terms with preschoolers as compare to mothers but also teachers were likely to use more cognition terms as compare to other terms.…”

Section: Discussionsupporting

confidence: 91%

“…Mental State Talk (MST) is broadly defined as terms that describe the mental world and mind's contents of an individual (Jenkins, Turrell, Kogushi, Lollis, & Ross, 2003;Misailidi, Papoudi, & Brouzos, 2013;Ruffman, Slade, & Crowe, 2002). Mental state talk are terms that are used by people to attribute physiological, emotional, perceptual, willing , cognitive, moral , socio-relational states of others (e.g.…”

Section: Introductionmentioning

confidence: 99%

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Mental State Talk: Assessment Through Wordless Picture Story Book Reading

Toor

2020

Pak. j. educ.

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Mental state talk involves words that describe the mental world of individuals. These could be words that are about thoughts, feelings, desires, intentions, and emotions. There has been dearth of research in Pakistan assessing the parents and teachers’ use of mental state talk in conversation with young children, commonly because of lack of assessment tool that are employed to measure the mental state talk in Pakistan. The present study aimed at validation and development of indigenous tool for the assessment of mental state talk of parents/teachers to use with children. Wordless picture story book reading was selected as one the various methods devised for mental state talk assessment; which facilitates interactions between parents/teachers and their children. For validation, Indigenous picture story books were reviewed for its content and modified through opinion of subject matter experts. Content and face validity of the story book were examined and found to be good. The finding concluded that finalized wordless picture story book has rich mental state content and has great potential to stimulate rich discourse on mental state talk. It will bridge the research gap and will promote as a good measurement instrument for research on mental state talk in Pakistan.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Mental State Talk: Assessment Through Wordless Picture Story Book Reading

Toor

2020

Pak. j. educ.

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“…Indeed, ECEs were found to use more mental state references compared to mothers when engaged in one‐to‐one dialogue with children (Andrews et al, 2020). Analogous to mothers (Degotardi & Torr, 2007), ECEs demonstrate a high degree of variability in their proclivity for MSL use (Frampton et al, 2009; King & La Paro, 2015; Misailidi et al, 2013). Across 34 preschool classrooms, ECEs' references to mental states ranged from 1.9% to 4.8% of total speech during general classroom activities (King & La Paro, 2015).…”

Section: Introductionmentioning

confidence: 99%

Early childhood educators' mental state language and children's theory of mind in the preschool setting

Mulvihill

Armstrong

Casey

et al. 2023

British J of Dev Psycho

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The study examined the presence and nature of a relationship between 13 early childhood educators' mental state language (MSL) and 77 preschool children's (3‐ to 5 years) Theory of Mind (ToM). Educator language samples were elicited during two naturalistic group‐time contexts, wordless picture book storytelling and an instructional building task. MSL was coded according to a comprehensive scheme that captures facets of MSL content and quality. To account for well‐established determinants of ToM, a range of child‐ and family‐level factors were also measured. Results indicated no significant relationship between educator MSL during group level instruction and children's ToM in the preschool setting. Although these findings challenge the assumption that educators' MSL is important for children's ToM development, important future directions are discussed.

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