Theory of Mind, Directly and Indirectly, Facilitates Kindergarten Adjustment via Verbal Ability, Executive Function, and Emotion Knowledge

Autor/inn/en	Brock, Laura L.; Kim, Helyn; Kelly, Cara L.; Mashburn, Andrew J.; Grissmer, David W.
Titel	Theory of Mind, Directly and Indirectly, Facilitates Kindergarten Adjustment via Verbal Ability, Executive Function, and Emotion Knowledge
Quelle	In: Psychology in the Schools, 56 (2019) 2, S.176-193 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brock, Laura L.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22216
Schlagwörter	Theory of Mind; Verbal Ability; Perspective Taking; Intention; Child Development; Executive Function; Low Income; Kindergarten; School Readiness; Correlation; Teacher Attitudes; Teacher Student Relationship; Student Adjustment; Emotional Development + Suchen Sie Ihr Suchwort? Mündliche Leistung; Zukunftsperspektive; Kindesentwicklung; Niedriglohn; Readiness for school; School ability; Schulreife; Korrelation; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Gefühlsbildung
Abstract	Theory of mind describes the ability to engage in perspective-taking, understand intentions, and predict actions and emotions. Theory of mind typically achieves major developmental milestones around age of 5, coinciding with the transition to kindergarten, and is associated with a verbal ability (receptive and expressive vocabulary), executive function (inhibitory control and working memory), and emotion knowledge. Less is known about how the theory of mind operates in low-income samples, where foundational skills (i.e., verbal ability, executive function, and emotion knowledge) tend to be delayed. Applied to classrooms, the theory of mind may support the transition to kindergarten by facilitating relationships, learning-related behaviors, and socioemotional skills that require perspective-taking. In a low-income sample of 140 kindergarteners across 21 classrooms, the theory of mind was directly associated with teacher-ratings of social and emotional skills, behavioral and academic adjustment, and closeness within the teacher-child relationship, beyond the contribution of foundational skills. Moreover, verbal ability, executive function, and emotion knowledge were indirectly associated with outcomes through the theory of mind. Findings suggest the theory of mind facilitates the transition to kindergarten and is built upon a complex set of foundational skills. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01