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ERIC Number: EJ849762
Record Type: Journal
Publication Date: 2008-Nov
Pages: 6
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-1363-755X
Toddlers' Joint Engagement Experience Facilitates Preschoolers' Acquisition of Theory of Mind
Nelson, P. Brooke; Adamson, Lauren B.; Bakeman, Roger
Developmental Science, v11 n6 p847-852 Nov 2008
Forty-two children participated in a longitudinal study that investigated the relationship between their joint engagement experience when toddlers and their development of theory of mind when preschoolers. Controlling for language comprehension at 30 months, higher preschool false belief scores were associated with more time in coordinated joint engagement earlier (18-21 mo, [beta] = 0.34) and in symbol-infused joint engagement later (27-30 mo, [beta] = 0.35) in toddlerhood. Findings suggest that the early foundation of theory of mind development is laid as toddlers attend to both social-emotional and symbolic aspects of shared events.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A