THE DEVELOPMENT OF THEORY OF MIND IN PRE-SCHOOL CHILDREN
DOI:
https://doi.org/10.46827/ejsss.v5i6.923Keywords:
theory of mind, pre-school childrenAbstract
In the present work, an attempt is made, through the bibliographic review, to define and clarify the term "Theory of Mind", to determine the context in which this theory was originally developed, to briefly present the scientific theories that attempted to interpret its development and finally to describe the development of Theory of Mind in pre-school children, as evidenced by the international literature.
Article visualizations:
References
Astington, J. & Jenkins, J. (1999). A longitudinal study of the relation between language and theory of mind development. Developmental Psychology, 35, 1311–1320.
Bartsch, K., & Wellman, H. (1989). Young children’s attribution of action to beliefs and desires. Child Development, 60, 946 – 964.
Bronfenbrenner, U. (1979). The Ecology of Human Development. Cambridge: Harvard University Press.
Budwig, N. (1999). The contribution of language to the study of mind: A tool for researchers and children. Human Development, 42(6), 362-368.
Dockett, S., & Perry, B. (1996). Young children's construction of knowledge. Australian Journal of Early Childhood, 21(4), 6-11.
Donaldson M (1978) Children's minds London: Flamingo/Fontana Paperbacks Harris, P. L. (1992). From simulation to folk psychology: The case for development. Mind and Language, 7, 120–144.
Hughes, C. (1998). Finding your marbles: Does preschoolers’ strategic behavior predict later understanding of mind? Developmental Psychology, 34, 1326–1339.
Flavell, J. H. (2000). Development of children's knowledge about the mental world. International Journal of Behavioral Development, 24(1), 15-23.doi:10.1080/016502500383421
Flavell, J. H. (2004). Theory-of-mind development: Retrospect and prospect. Merrill-Palmer Quarterly, 50, 274–290.
Κoutsouvanou, Ε. (1994). Piaget's theory and pedagogical applications in preprimary education. Αthens: Odisseas. In Greek.
Gardner, H. (2006): How the child perceives the physical world. Athens: Αtrapos In Greek.
Maridaki-Κassotaki, Α. (2004). Contemporary views about the thought of the child. Αthens: Grigoris ) In Greek.
Misailidi, P. (2011). Understanding metacognitive terms and theory of mind: A study of the relationship between the two skills in preschool. Hellenic Journal of Psychology, Vol. 8, pp. 168-192.
Nicolopoulou, A., & Weintrabe, J. (1998). Individual and collective representations in social context: A modest contribution to resuming the interrupted project of a sociocultural developmental psychology. Human Development, 41, 215-235.
Papert, S. (1999). Papert on Piaget. Time,105. Online: http://www.papert.org/articles/Papertonpiaget.html
Pratt, C., & Bryant, P. (1990). Young children understand that looking leads to knowing (so long as they are looking into a single barrel). Child Development, 61, 973-983.
Premack, D., & Woodruff, G. (1978). Does the chimpanzee have a theory of mind? The Behaviour and Brain Sciences, 1, 515 – 526.
Scholl, B. J., & Leslie, A. M. (1999). Modularity, development and „theory of mind‟. Mind and Language, 14 (1), 131 – 153.
Szarkowicz, D. L. (1998). 'Are you thinking what I'm thinking?' Bananas in Pyjamas as a medium for exploring young children's understanding of mind. Australian Journal of Early Childhood, 23(2).
Schlinger, H. D. (2009). Theory of mind: An overview and behavioral perspective. The Psychological Record, 59, 435–448.
Vygotsky, L.S. (1978). Mind in society . Cambridge, MA: Harvard University Press.
Wellman, H. M. (1990). The child's theory of mind. Cambridge, MA: MIT Press. A Bradford Book.
Wellman, H. M., Harris, P. L., Banerjee, M., & Sinclair, A. (1995). Early understandings of emotion: Evidence from natural language. Cognition and Emotion, 9, 117–149.
Wellman, H. M., Hollander, M., & Schult, C. (1996). Young children’s understanding of thought-bubbles and of thoughts. Child Development, 67, 768–788.
Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, 13, 103 – 128.
