Play and Theory of Mind in Early Childhood: A Hong Kong Perspective

Autor/inn/en	Wang, Zhenlin; Wong, Richard Kwok Shing; Wong, Paul Yau Ho; Ho, Fuk Chuen; Cheng, Doris Pui Wah
Titel	Play and Theory of Mind in Early Childhood: A Hong Kong Perspective
Quelle	In: Early Child Development and Care, 187 (2017) 9, S.1389-1402 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1146261
Schlagwörter	Foreign Countries; Preschool Children; Play; Theory of Mind; Questionnaires; Predictor Variables; Kindergarten; Early Childhood Education; Emotional Response; Cognitive Development; Expressive Language; Coding; Interpersonal Relationship; Gender Differences; Observation; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Spiel; Fragebogen; Prädiktor; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Emotionales Verhalten; Kognitive Entwicklung; Codierung; Programmierung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Geschlechterkonflikt; Beobachtung; Hongkong
Abstract	The study seeks to understand the relation between preschool children's mode of participation and negotiation strategies during play and their theory of mind (ToM) development in the Hong Kong context. Forty-two 5-year-old children were recruited. Their emotional and cognitive ToMs were assessed along with expressive language ability. Children's play was observed twice in naturalistic and laboratory settings. Parents completed a questionnaire on their child's emotional and cognitive ToM development, including demographic information and social economic status indexes. The results showed that 5-year-old Hong Kong children mostly engaged in associative and cooperative play and employed two-way, reciprocal strategies in their play. Parent report of emotional ToM predicted children's play strategy in both naturalistic and laboratory settings. Child measure of cognitive ToM predicted their play strategy in the laboratory setting. The study advocates more play time in kindergarten in order to foster an empathetic generation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01