A Longitudinal Study of Children's Theory of Mind and Drawings of Play

Autor/in	Bosacki, Sandra L.
Titel	A Longitudinal Study of Children's Theory of Mind and Drawings of Play
Quelle	In: World Journal of Education, 3 (2013) 5, S.13-25 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	Children; Freehand Drawing; Play; Theory of Mind; Longitudinal Studies; Correlation; Emotional Response; Nonverbal Communication; Vignettes; Interviews; Coding; Statistical Analysis; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Drawing; Zeichnen; Spiel; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Emotionales Verhalten; Non-verbal communication; Nonverbale Kommunikation; Interviewing; Interviewtechnik; Codierung; Programmierung; Statistische Analyse; Ausland; Kanada
Abstract	This study investigated the longitudinal relations between theory of mind (ToM) understanding and children's drawings of play in 26 school-aged children, (16 females, 10 males, aged 8-12 years). Theory of mind was assessed at Time 1 (T1, M = 8 y 5m) and two years later at Time 2 (T2, M =10 y 4 m), as well as children's drawings of play activities. Longitudinally, significant positive associations (p < 0.05) were found between T1 ToM ability and the T2 verbal description of the child's drawing (r = 0.38). A significant negative correlation was found between children's verbal descriptions of their drawings and emotional facial expressions (r = -0.44). The majority of the drawings reflected physical play activities, with physical, competitive activities (e.g., soccer). Implications for socioemotional and cognitive development in middle childhood are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04