Preschool teachers' reference to theory of mind topics in three storybook contexts: Reading, reconstruction and telling

Ziv, Margalit; Smadja, Marie‐Lyne; Aram, Dorit

doi:10.1016/j.tate.2014.08.009

Cited by 18 publications

(7 citation statements)

References 38 publications

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“…This result has confirmed the effectiveness of teacher's mental state talk on young children's ToM. Moreover, the amount of mental state terms that teachers use is significantly higher than the amount used by children's parents (Ziv et al, 2014 , 2015 ). Why can teacher's mental state talk have such a positive impact on young children's ToM?…”

Section: Discussionsupporting

confidence: 57%

Impact of Teacher's Mental State Talk on Young Children's Theory of Mind: A Quasi-Experiment Study

Liu²,

Lin

2021

Front. Psychol.

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This study investigated the relationship between teachers' mental state talk and young children's theory of mind with a quasi-experiment. In total, 56 young children were assigned to the experiment group (meanage = 41 months, SD = 2.47, 46% girls) and the control group (meanage = 40.68 months, SD = 2.23, 43% girls). The experiment group was engaged in a 12-week intervention program with mental state talk in storytelling, casual conversations, and role-playing games, whereas the control group received no interventions. All the children were tested with three theory of mind (ToM) tasks before and after the intervention. The results indicated that the experimental group had a significant improvement in the ToM scores, whereas the control group showed no significant change. The educational implications of these findings are discussed.

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Section: Discussionsupporting

confidence: 57%

Impact of Teacher's Mental State Talk on Young Children's Theory of Mind: A Quasi-Experiment Study

Liu²,

Lin

2021

Front. Psychol.

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“…Shared storytelling was chosen as it is an effective, naturalistic task for the elicitation of educators' MSL in the educational setting (Ziv et al, 2015). ECEs were provided with the wordless picture book, Good Night, Gorilla by Peggy Rathmann, prior to group story‐time and asked to: ‘Please present the book as you normally would during group story‐time’.…”

Section: Methodsmentioning

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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“…For children's ToM to develop, children must be explicitly shown the thought process involved in using knowledge of mental states to reason about human behavior (Devine & Hughes, 2019). Shared book reading is a literacy practice that supports this ToM development, as well as reading comprehension, because these conversations mirror inference making processes through the dialogic interactions resulting from children's caregivers asking questions about the characters' mental states and providing feedback during reading (Ziv et al, 2015).…”

Section: What Is Theory Of Mind and How Does It Connect To Literacy Practices?mentioning

confidence: 99%

Interactive Read-Aloud Instruction With Narratives: Teaching Inferencing Using Theory of Mind

Kelly

Barber

2021

TEACHING Exceptional Children

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Interactive read alouds (IRAs) present an opportunity for early elementary educators to support their students’ academic skills as well as social development. Conducting IRAs with narrative texts, in particular, showcases how academic and social skills work together to support children’s reading comprehension alongside social development. When IRA instruction targets higher-order reading comprehension skills such as inference-making around characters’ thoughts, feelings, and behaviors, students draw on their emerging Theory of Mind (ToM; i.e., a socio-cognitive skill that refers to the ability to identify another’s mental state) skills. In this article, we aim to provide a framework for earlygrade educators to leverage and support students’ emerging ToM skills to facilitate inferencing making as part of IRAs in order to support students’ overall comprehension and social development.

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Preschool teachers' reference to theory of mind topics in three storybook contexts: Reading, reconstruction and telling

Cited by 18 publications

References 38 publications

Impact of Teacher's Mental State Talk on Young Children's Theory of Mind: A Quasi-Experiment Study

Impact of Teacher's Mental State Talk on Young Children's Theory of Mind: A Quasi-Experiment Study

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

Interactive Read-Aloud Instruction With Narratives: Teaching Inferencing Using Theory of Mind

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