Teaching Preschoolers Theory of Mind Skills With Mobile Games

Abstract

This single-case research study examined whether interactive touch screen apps enriched with Theory of Mind (ToM)—enhancing language would promote ToM skills in preschoolers. Six typically developing girls between the ages of 46- and 52- months participated in multiple sessions across the three phases of the study: In baseline, participants played games without voice-overs; in the original treatment phase, participants played games with embedded voice-overs; finally, in the modified treatment phase, participants first played games with embedded voice-overs, then engaged in the researcher-led conversation. All sessions across the three phases concluded with ToM assessments: two measures based on a continuous scale. The first measure included three tasks targeting earlier-developing ToM skills (diverse desires, diverse beliefs, and knowledge access), and the other measure had two tasks that assessed a later-developing ToM competency, false belief understanding. Results showed that apps with ToM-embedded language improved children’s earlier-developing ToM skills (i.e., understanding that people can have different desires, beliefs, and knowledge access) in the phase where an adult-led conversation also followed voice-over-enriched app play. Apps with ToM-embedded language without a follow-up discussion were only marginally effective in promoting the earlier-emerging ToM skills. Across the conditions, apps were not effective in promoting children’s later-developing ToM skills—false belief understanding. Our findings indicate that incorporating ToM conducive language in mobile apps can promote ToM development in preschoolers, especially when supplemented by an adult-led conversation.

Role of female teachers of childhood education in directing children towards effective use of smart devices

“…This result is consistent with those of previous studies (Darko-Adjei, 2019; Liu et al, 2021;Nikolayev et al, 2022) that pointed out that the use of smartphones plays a great role in influencing the children's learning experiences through various digital educational activities.…”

“…This role of childhood education female teachers is deemed to be a central role in directing, advising and guiding children using different means and preventive measures that contribute to protecting childhood. This result is consistent with the concurrent educational trends (Cristia & Seidl, 2015 ; Nikolayev et al, 2022 ; Paudel et al, 2017 ; Shamsah et al, 2022 ; Radesky et al, 2015 ; Yadav & Chakraborty, 2021 ) that emphasize the role of school education in directing children to the safe use of smart devices, particularly since the first years of the child’s age are considered a critical stage in building and developing his/her character in different cognitive, social, emotional and health aspects.…”

“…Moreover, the children’s linguistic and mental capabilities grow and develop through touching the screens of smart devices. In this context, Nikolayev et al ( 2022 ) found that touch-screen app. supported with language contributes to reinforcing the Theory of Mind (ToM) interactions, through children’s games with embedded voice-overs.…”