ERIC Number: ED425872
Record Type: Non-Journal
Publication Date: 1996-Jun
Reference Count: N/A
Quality of Social Interaction and Understanding of Other Minds in Children's Play. Technical Report No. 39.
Tan-Niam, Carolyn S. L.
This study examined the relationship between preschool children's understanding of others' minds, as indicated in their performance on a false beliefs task, and the quality of their social interaction in shared pretend play. Participating were 48 pairs of preschool children enrolled in 4 preschools in both Singapore and the United Kingdom. Same-sex dyads were formed on the basis of the children's theory of mind status and familiarity with each other. Dyads were videotaped for 15 to 20 minutes while engaging in pretend play. Estimates of the quality of social interaction were obtained through the coding of visual regard and social play. Two clear findings emerged from the study. First, children with different "mind reading" abilities interacted in different ways. Children who did not pass the false belief task attained a low level of shared focus when playing together. Second, there were no cultural differences in this finding. When children who passed the theory of mind task were paired with a child who did not, the play was more interactive than when dyads were symmetric in their theory of mind status. (Contains 58 references.) (KB)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Nottingham Univ. (England). ESRC Centre for Research in Development, Instruction and Training.
Identifiers - Location: Singapore; United Kingdom (England)