Parallel relations of pretend play, social competence, and theory of mind development in preschool aged children | Posted on:2010-11-19 | Degree:Ph.D | Type:Dissertation | University:University of California, Santa Barbara | Candidate:Merino, Nicole Marie | Full Text:PDF | GTID:1445390002479006 | Subject:Education | Abstract/Summary: | | The current study examined children's theory of mind understanding and social behaviors. The purpose of the study was to explore the developmental relations among preschool aged children's false-belief and appearance-reality understanding, pretend play, and social competence.;Children were observed in their natural play environments and tested for theory of mind understanding using standard and nonstandard false-belief and appearance-reality tasks. Thirty-one children (M=4 years, 0 months) participated in this study. All participants were observed for quality of pretend play and social competence and tested for theory of mind understanding using standard and non-standard false-belief and appearance-reality tasks. Children were screened prior to observation and theory of mind testing using a color and object test and the PPVT-III.;Children in this study were observed during free play for a total of 60 minutes over three separate visits. Types of play included in the observation were: Parallel Play, Simple Play, Complementary Reciprocal, Solitary Pretend Play, Cooperative Pretend Play, and Complex Pretend Play. Observations of social behaviors were conducted during free play for a total of 60 minutes over three separate visits. Each visit the researcher completed four quality rating scales for a total of 12 observations of social competence. A Likert scale for social competence was used and ranged from 1-very characteristic to 5-not very characteristic. Children's understanding of implicit and explicit understanding of theory of mind was examined using one standard false-belief and one standard appearance-reality task. Implicit theory of mind understanding was examined using one nonstandard false-belief and one nonstandard appearance-reality task.;Results indicated trends for development of theory of mind understanding and its relation to social behaviors. Appearance-reality appeared to develop prior to false-belief understanding. Implicit knowledge appeared to develop before explicit knowledge for appearance-reality understanding. Positive social behaviors were associated with theory of mind understanding, although solitary pretend play and behaviors going against social norms indicated a negative relation to theory of mind performance. Limitations on the false-belief tasks were explored. | Keywords/Search Tags: | Mind, Social, Theory, Pretend play, Children, False-belief | | Related items |
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