Theory of Mind Predicts Emotion Knowledge Development in Head Start Children

Autor/inn/en	Seidenfeld, Adina M.; Johnson, Stacy R.; Cavadel, Elizabeth Woodburn; Izard, Carroll E.
Titel	Theory of Mind Predicts Emotion Knowledge Development in Head Start Children
Quelle	In: Early Education and Development, 25 (2014) 7, S.933-948 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2014.883587
Schlagwörter	Theory of Mind; Emotional Development; Knowledge Level; Preschool Children; At Risk Students; Early Intervention; Prediction; Kindergarten; Social Development; Disadvantaged Youth; Longitudinal Studies; Urban Schools; Verbal Ability; Student Characteristics; Control Groups; Experimental Groups; Multiple Regression Analysis; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Gefühlsbildung; Wissensbasis; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Vorhersage; Soziale Entwicklung; Benachteiligter Jugendlicher; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Mündliche Leistung
Abstract	Research Findings: Emotion knowledge (EK) enables children to identify emotions in themselves and others, and its development facilitates emotion recognition in complex social situations. Sociocognitive processes, such as theory of mind (ToM), may contribute to developing EK by helping children realize the inherent variability associated with emotion expression across individuals and situations. The present study explored how ToM, particularly false belief understanding, in preschool predicts children's developing EK in kindergarten. Participants were 60 Head Start children ages 3 to 5 years. ToM and EK measures were obtained from standardized child tasks. ToM scores were positively related to performance on an EK task in kindergarten after we controlled for preschool levels of EK and verbal ability. Exploratory analyses provided preliminary evidence that ToM serves as an indirect effect between verbal ability and EK. Practice or Policy: Early intervention programs may benefit from including lessons on ToM to help promote socioemotional learning, specifically EK. This consideration may be most fruitful when the targeted population is at risk. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10