NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1202498
Record Type: Journal
Publication Date: 2019-Feb
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0033-3085
Theory of Mind, Directly and Indirectly, Facilitates Kindergarten Adjustment via Verbal Ability, Executive Function, and Emotion Knowledge
Brock, Laura L.; Kim, Helyn; Kelly, Cara L.; Mashburn, Andrew J.; Grissmer, David W.
Psychology in the Schools, v56 n2 p176-193 Feb 2019
Theory of mind describes the ability to engage in perspective-taking, understand intentions, and predict actions and emotions. Theory of mind typically achieves major developmental milestones around age of 5, coinciding with the transition to kindergarten, and is associated with a verbal ability (receptive and expressive vocabulary), executive function (inhibitory control and working memory), and emotion knowledge. Less is known about how the theory of mind operates in low-income samples, where foundational skills (i.e., verbal ability, executive function, and emotion knowledge) tend to be delayed. Applied to classrooms, the theory of mind may support the transition to kindergarten by facilitating relationships, learning-related behaviors, and socioemotional skills that require perspective-taking. In a low-income sample of 140 kindergarteners across 21 classrooms, the theory of mind was directly associated with teacher-ratings of social and emotional skills, behavioral and academic adjustment, and closeness within the teacher-child relationship, beyond the contribution of foundational skills. Moreover, verbal ability, executive function, and emotion knowledge were indirectly associated with outcomes through the theory of mind. Findings suggest the theory of mind facilitates the transition to kindergarten and is built upon a complex set of foundational skills.
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: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Department of Education (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A110703; R305B090002