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Theory of Mind Predicts Emotion Knowledge Development in Head Start Children

Year: 2014

Type: article

Abstract: RESEARCH FINDINGS: Emotion knowledge (EK) enables children to identify emotions in themselves and others and its development facilitates emotion recognition in complex social situations. Social-cognitive processes, such as theory of mind (ToM), may contribute to developing EK by helping children realize the inherent variability associated with emotion expression across individuals and situations. The present study explored how ToM, particularly false belief understanding, in preschool predicts children's developing EK in kindergarten. Participants were 60 3- to 5-year-old Head Start children. ToM and EK measures were obtained from standardized child tasks. ToM scores were positively related to performance on an EK task in kindergarten after controlling for preschool levels of EK and verbal ability. Exploratory analyses provided preliminary evidence that ToM serves as an indirect effect between verbal ability and EK. PRACTICE OR POLICY: Early intervention programs may benefit from including lessons on ToM to help promote socio-emotional learning, specifically EK. This consideration may be the most fruitful when the targeted population is at-risk.

Source: Early Education and Development

DOI: 10.1080/10409289.2014.883587

Authors: Adina M. Seidenfeld, Stacy R. Johnson, Elizabeth Woodburn Cavadel, Carroll E. Izard

Institution: University of Delaware

Language: English

Topic: Child and Animal Learning Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Quality education, Good health and well-being

Open Access status: green

Funder: National Institute of Mental Health