Not Just Numeracy and Literacy: Theory of Mind Development and School Readiness among Low-Income Children

Autor/inn/en	Cavadel, Elizabeth Woodburn; Frye, Douglas A.
Titel	Not Just Numeracy and Literacy: Theory of Mind Development and School Readiness among Low-Income Children
Quelle	In: Developmental Psychology, 53 (2017) 12, S.2290-2303 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000409
Schlagwörter	Theory of Mind; School Readiness; Low Income Groups; Preschool Children; Kindergarten; Early Childhood Education; Correlation; Comparative Analysis; Socioeconomic Influences; Knowledge Level; Learning Strategies; Cognitive Style; Literacy; Numeracy; Age Differences + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Korrelation; Sozioökonomischer Faktor; Wissensbasis; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive styles; Kognitiver Stil; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Age; Difference; Age difference; Altersunterschied
Abstract	The current study investigated the role of theory of mind development in school readiness among 120 low-income preschool and kindergarten children. A short-term longitudinal design was used to examine relations among theory of mind, the understanding of teaching, and learning behaviors and their collective role in children's literacy and numeracy skills at school entry. Results replicate differences in theory of mind development among low-income children as compared to typically studied, higher-income samples. Theory of mind and the combination of several sociocognitive variables successfully predicted concurrent relations with academic outcomes. Children's understanding of teaching predicted changes in literacy scores over time. Results are discussed in the context of what is known about theory of mind and sociocognitive development in school readiness. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01