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Early childhood educators' mental state language and children's theory of mind in the preschool setting.

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Title: Early childhood educators' mental state language and children's theory of mind in the preschool setting.
Authors: Mulvihill, Aisling, Armstrong, Rebecca, Casey, Charlotte, Redshaw, Jonathan, Scarinci, Nerina, Slaughter, Virginia
Source: British Journal of Developmental Psychology. Sep2023, Vol. 41 Issue 3, p227-245. 19p.
Subjects: Thought & thinking, Teacher-student relationships, Psychology of teachers, Preschools, Research funding, Child psychology, Children
Geographic Terms: Australia
Abstract: The study examined the presence and nature of a relationship between 13 early childhood educators' mental state language (MSL) and 77 preschool children's (3‐ to 5 years) Theory of Mind (ToM). Educator language samples were elicited during two naturalistic group‐time contexts, wordless picture book storytelling and an instructional building task. MSL was coded according to a comprehensive scheme that captures facets of MSL content and quality. To account for well‐established determinants of ToM, a range of child‐ and family‐level factors were also measured. Results indicated no significant relationship between educator MSL during group level instruction and children's ToM in the preschool setting. Although these findings challenge the assumption that educators' MSL is important for children's ToM development, important future directions are discussed. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Developmental Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Early childhood educators' mental state language and children's theory of mind in the preschool setting.
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  Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Developmental+Psychology%22">British Journal of Developmental Psychology</searchLink>. Sep2023, Vol. 41 Issue 3, p227-245. 19p.
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  Data: <searchLink fieldCode="DE" term="%22Thought+%26+thinking%22">Thought & thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+teachers%22">Psychology of teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preschools%22">Preschools</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Child+psychology%22">Child psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink>
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  Data: The study examined the presence and nature of a relationship between 13 early childhood educators' mental state language (MSL) and 77 preschool children's (3‐ to 5 years) Theory of Mind (ToM). Educator language samples were elicited during two naturalistic group‐time contexts, wordless picture book storytelling and an instructional building task. MSL was coded according to a comprehensive scheme that captures facets of MSL content and quality. To account for well‐established determinants of ToM, a range of child‐ and family‐level factors were also measured. Results indicated no significant relationship between educator MSL during group level instruction and children's ToM in the preschool setting. Although these findings challenge the assumption that educators' MSL is important for children's ToM development, important future directions are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Journal of Developmental Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1111/bjdp.12449
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      – Code: eng
        Text: English
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      – SubjectFull: Thought & thinking
        Type: general
      – SubjectFull: Teacher-student relationships
        Type: general
      – SubjectFull: Psychology of teachers
        Type: general
      – SubjectFull: Preschools
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      – SubjectFull: Research funding
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      – SubjectFull: Child psychology
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      – SubjectFull: Children
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      – SubjectFull: Australia
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            NameFull: Armstrong, Rebecca
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            NameFull: Casey, Charlotte
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            NameFull: Redshaw, Jonathan
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            NameFull: Scarinci, Nerina
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              M: 09
              Text: Sep2023
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              Y: 2023
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