幼儿教育工作者的心理状态、语言与幼儿心理理论

IF 2.6 3区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

British Journal of Developmental Psychology Pub Date : 2023-04-11 DOI:10.1111/bjdp.12449

Aisling Mulvihill, Rebecca Armstrong, Charlotte Casey, Jonathan Redshaw, Nerina Scarinci, Virginia Slaughter

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引用次数: 0

摘要

本研究考察了13名幼儿教育者的心理状态语言(MSL)与77名学龄前儿童(3- 5岁)的心理理论(ToM)之间关系的存在和本质。在两种自然的小组时间情境下，无言的绘本故事和教学建筑任务中，产生了教育者的语言样本。MSL是根据一个综合方案编码的，该方案捕获MSL内容和质量的各个方面。为了解释公认的ToM决定因素，还测量了一系列儿童和家庭层面的因素。结果显示，在学前教育环境下，教师在小组层面教学时的MSL与儿童的ToM无显著相关。尽管这些发现挑战了教育工作者的MSL对儿童ToM发展很重要的假设，但重要的未来方向是讨论。

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

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.

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来源期刊

British Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;