ERIC Number: EJ1161886
Record Type: Journal
Publication Date: 2017-Dec
Abstractor: As Provided
Not Just Numeracy and Literacy: Theory of Mind Development and School Readiness among Low-Income Children
Cavadel, Elizabeth Woodburn; Frye, Douglas A.
Developmental Psychology, v53 n12 p2290-2303 Dec 2017
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.
Descriptors: 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
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: firstname.lastname@example.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Authoring Institution: N/A
Grant or Contract Numbers: N/A