The representation of mental states in young children’s writings: the role of early narratives in supporting theory of mind

Guimarães, Sofia

doi:10.1080/03004430.2022.2051500

Cited by 2 publications

(1 citation statement)

References 42 publications

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“…In this mini-review we focused on training programs for non-clinical population targeting specific components of mature ToM skills. Notwithstanding this, it is possible to affect this key variable also with more general activities (O'Grady and Nag, 2022), like the adoption of thought bubbles in explaining academic concepts (Woolman, 2017), the performing acting (Ozonoff and Miller, 1995;Smith, 2010), writing and reading fiction (Kidd and Castano, 2018;Guimaraes, 2022) the delivering of activities on emotional competence (Roheger et al, 2022) or on contemplative mind training (Böckler et al, 2017), and the use of other comprehensive programs beyond the scopes of the present work. If several proposals have been created for the promotion of mature ToM skills in middle childhood with some first application also in ageing, research has still to address (except for a couple of studies) what can be done to support mature ToM skills of adolescents and adults in non-clinical circumstances.…”

Section: Conclusion and Directions For Future Researchmentioning

confidence: 95%

The promotion of mature theory of mind skills in educational settings: a mini-review

Bianco

Castelli

2023

Front. Psychol.

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After formal school entry, theory of mind development encounters a blooming period of growth intertwined with social and academic achievements and challenges. Within this framework, in last years researchers have proposed training programs to foster mature ToM skills, but also, to test causal pathways for the role that ToM development may have in broader cognitive and social outcomes. In the current mini-review we examine which training programs have been developed so far to enhance three key aspects of mature ToM skills: second-order false belief reasoning, the ability to put one’s own ToM knowledge into use, and the mentalization of thoughts and emotions. We also illustrate effects of these activities on intra- and inter- personal competence. In its conclusion the paper provides considerations of both first achievements of research in this area and gaps to be addressed in future works.

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