Teachers' Theory‐of‐mind Coaching and Children's Executive Function Predict the Training Effect of Sociodramatic Play on Children's Theory of Mind

Abstract

Theory of mind (ToM), the ability to interpret one's own and others' mental states, is essential for social interaction; thus, it is important to promote the early development of ToM. The current study investigated (1) whether sociodramatic play (SDP) promotes the development of ToM in kindergarten children; (2) whether teachers' ToM coaching, as well as children's individual differences in language and executive function (EF), may influence how children benefit from SDP; and (3) whether SDP improves children's development in language and EF. Seventy-one kindergarteners (M age = 60.2 months, SD = 5.7) divided into 12 groups were randomly assigned to three conditions: free play, SDP, or SDP + ToM coaching. Each condition included four weekly sessions, 45 min per session. Before and after the training, children's ToM, language and EF were measured. The results showed that after children's individual differences in ToM were considered, (1) SDP positively predicted children's post-test ToM; (2) teachers' ToM-related guidance during SDP and children's pretest EF positively predicted the training effect of SDP on children's ToM; (3) teachers' ToM-related guidance during SDP, but not SDP alone, predicted children's post-test language; and (4) neither SDP nor teachers' ToM-related guidance during SDP predicted children's post-test EF.

Adults’ Descriptions of a Situation Can Influence Children's Appraisal, Feelings, and Subsequent Psychological Functions

“…Additionally, we found that adults’ descriptions had similar impacts on younger and older kindergarten children. These results are consistent with previous findings that, between 4 and 6 years of age, adults can influence children in various respects including what stimuli to attend to, what goal to accomplish, and what perspective to take, as well as influencing their emotion regulation, attribution, and autonomy (e.g., Kesek et al., ; Mattanah, ; Palmer & Wehmeyer, ; Qu et al., ; Qu et al., ). Together with past results, our findings emphasize the important transient feature of the kindergarten period, during which children rapidly develop the ability to regulate their behaviors but still seek information and support from their parents and teachers (e.g., Rimm‐Kaufman et al., ; Zimmer‐Gembeck & Skinner, ).…”

“…First, an adult can influence kindergarten children's perceptions and interpretations of an external situation. An adult can help frame the event, guiding children as to what features to attend to in the situation (e.g., Mischel & Baker, ), what perspectives to take (e.g., Qu, Shen, Chee, & Chen, ; Recchia & Howe, ), what outcomes to expect, and what causes to suspect (e.g., Mattanah, ). Second, an adult can help kindergarteners reflect on their own condition and, in particular, on their own essential goals and abilities.…”

Let us play together! Can play tutoring stimulate children’s social pretend play level?

“…In addition to the above-mentioned predictor variables, we included age, gender and ToM skills as control variables in the analyses, as gender differences in the type of play and in the activities and themes of choice were also found (Power, 2011). Furthermore, studies indicate that there are significant associations between children's ToM skills and their pretend play level (Lillard et al, 2013;Qu et al, 2015).…”

Peer Interaction Does Not Always Improve Children’s Mental State Talk Production in Oral Narratives. A Study in 6- to 10-Year-Old Italian Children

“…Re-description theory applies to ToM too. When children are in the process of understanding mental states, they need to understand that a certain event can be represented and viewed differently (Qu et al, 2015). Thus, children’s ToM might be improved by promoting children’s representation, whit the support of narrative tasks.…”