The Relationship between Theory of Mind and Social Competence with Peers in Chinese Urban Preschoolers: The Effects of Rater, Age, and Gender

Autor/inn/en	Li, Fang; Jiang, Yong; Zhang, Beibei; Zhu, Xingjian; Sha, Tianyan
Titel	The Relationship between Theory of Mind and Social Competence with Peers in Chinese Urban Preschoolers: The Effects of Rater, Age, and Gender
Quelle	In: Early Child Development and Care, 193 (2023) 3, S.432-446 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Fang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2022.2102614
Schlagwörter	Theory of Mind; Interpersonal Competence; Peer Relationship; Foreign Countries; Preschool Children; Urban Youth; Teacher Attitudes; Parent Attitudes; Rating Scales; Age Differences; Gender Differences; Preschool Teachers; China (Shanghai) + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Peer-Beziehungen; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Lehrerverhalten; Elternverhalten; Rating-Skala; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Erzieher; Erzieherin; Kindergärtnerin
Abstract	This study aimed to examine the effects of rater, age and gender on the relationship between theory of mind (ToM) and preschoolers' social competence with peers (SCP). A sample of 152 Chinese urban children aged 4 to 6 years (78 boys and 74 girls) were given ToM scale. Their SCP was measured by teacher report and parent report. There were three main findings: (1) teachers rated children's SCP higher than parents; (2) teacher ratings of SCP were more closely associated with children's ToM than parent ratings after controlling for age and gender; (3) the significant associations between ToM and SCP from cross-informant ratings were only found in the boys and the younger subsamples (aged 4) rather than all preschoolers. These divergent associations indicated that the effective intervention, would require individual and varying ToM training to improve children's SCP. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01