NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1100672
Record Type: Journal
Publication Date: 2016-Jun
Pages: 28
Abstractor: As Provided
ISSN: ISSN-1040-726X
Perspective Taking: Training Procedures in Developmentally Typical Preschoolers. Different Intervention Methods and Their Effectiveness
Mori, Arianna; Cigala, Ada
Educational Psychology Review, v28 n2 p267-294 Jun 2016
Perspective taking, defined as the ability to take on the visual, cognitive, and affective perspective of others, is considered a highly adaptive skill, vital for the child's social, intellectual, and emotional development. This article provides a critical analysis of scientific psychological literature from 1995 to the present on the main methods of intervention used to promote perspective taking in developmentally typical preschool children (3-5 years). The focus is on different methodological approaches, and how the cognitive and emotional dimensions that make up this capacity have been developed through specific operational procedures, emphasizing their strengths and critical factors. In particular, it focuses on the intervention methods based on three major analytical perspectives, specifically the cognitive approach [Theory of Mind (ToM)], the behaviorist approach [Relational Frame Theory (RFT)], and finally, the socio-constructionist approach, are compared. Analysis of the collected data has revealed that despite some critical yet controversial factors, it is actually possible to teach and improve perspective taking in preschoolers through different methods, applicable in different contexts and dependent on the involvement of significant adults, such as parents and educators.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A