Contemporary perspectives on research in theory of mind in early childhood education / edited by Olivia N. Saracho (University of Maryland).

Format:

Book

Contributor:

Saracho, Olivia N., editor.

Series:

Contemporary perspectives in early childhood education.

Contemporary Perspectives in Early Childhood Education

Language:

English

Subjects (All):

Early childhood education--Research.

Cognition in children.

Learning, Psychology of.

Physical Description:

1 online resource (438 pages)

Place of Publication:

Charlotte, North Carolina : Information Age Publishing, 2014.

Summary:

Over the last 35 years, studies focusing in young children's knowledge about the mental world have developed into an important area. This body of social knowledge is called theory of mind, which refers to the individuals' ability to interpret and anticipate the other individuals' thinking, feeling, and behavior based on their interpretation of the situation. Many researchers and theorists believe that a representational theory of mind offers a basis for various critical facets of social-cognitive performance, such as teaching and learning, lying and pretending, making and keeping friends, and social learning more generally. The purpose of this volume is to share a collection of research strands on theory of mind research. It describes its historical roots and suggests improved alternatives. The focus of the volume is to provide a review and critical analysis of the literature on a contemporary domain of knowledge on young children's Theory of Mind.For several decades scholarly research on theory of mind has been flourishing and a collection of new publication outlets have emerged such as the ones reviewed in the volume, which offers a thorough critical analysis of the research in contemporary perspectives on research in theory of mind in early childhood education. The researchers who conducted the critical analyses of the reseearch focused on understanding the mind in relation to (1) young children, (2) several assessment procedures, (3) metacognitive and neuroscientific processes, (3) emotion and educational representations, (4) interaction of social and cultural elements, and (5) inferences and future research directions. The work of these scholars can help guide those researchers who are interested in pursuing studies in early childhood theory of mind in a specific area of study.

Contents:

Part I. Introduction: Understanding of mind

Chapter 1. Research on children's theory of mind / Olivia N. Saracho

Part II. Understanding of mind in early childhood

Chapter 2. Theory of mind: Theoretical foundations / Olivia N. Saracho

Chapter 3. When and how does a theory of mind arise? / Ted Ruffman and Mele Taumoepeau

Chapter 4. What young children know about getting a better idea: Devil in the details / Karen Bartsch, Tess N. Young, and David Estes

Part III. Understanding of mind and assessment issues

Chapter 5. Assessment of theory of mind during early childhood and its educational implications / Manuel Sánchez de Miguel, Nuria Galende and Enrique B. Arranz Freijo

Chapter 6. Measurement of theory of mind in early childhood and implications for education / Janette Pelletier, Nathalie Rothschild, and Kadria Simons Ghafari

Chapter 7. Theory of mind and false-belief understanding / Leon C. De Bruin

Chapter 8. Understanding of false beliefs, photos, and signs: What we learn from typical development, autism, and the brain / Lai-Sang Iao

Part IV. Understanding of mind in metacognitive and neuroscientific processes

Chapter 9. Neuroscience contributions to childhood theory of mind development / Lindsay C. Bowman and Henry M. Wellman

Chapter 10. A review of young children's metacognitive ability of introspection / Eleonora Papaleontiou-Louca and Niki Thoma

Part V. Understanding of mind, emotion, and educational representations of relationships

Chapter 11. Theory of mind and academic competence during early childhood: Emotion understanding, relationships, and learning from others / Kristin Hansen Lagattuta, Karen Hjortsvang, and Katie Kennedy

Chapter 12. Theory of learning, theory of teaching, and theory of mind: How social-cognitive development influences children's understanding of learning and teaching / John Knutsen, Douglas Frye, and David M. Sobel

Chapter 13. Theory of mind (tom) in early education: Developmental progression of early theory of mind skills, social developmental factors and the importance of tom for learning / Susanne Kristen and Beate Sodian

Chapter 14. Theory of mind, tutoring, and children teaching / Leïla Bensalah and Nicolas Stefaniak

Part VI. Understanding of mind and interaction of social and cultural elements

Chapter 15. Culture and the development of theory of mind / Malin Källberg-Shroff and Joan G. Miller

Chapter 16. Family context and theory of mind development in early childhood / Nuria Galende, Manuel Sánchez de Miguel, and Enrique B. Arranz Freijo

Chapter 17. From theory of mind to theory of relation: Sociocultural perspectives on Japanese children's social understanding / Mika Naito

Part VII. Conclusion

Chapter 18. Theory of mind: Inferences and future research directions / Olivia N. Saracho

About the contributors.

Notes:

Print version record.

ISBN:

1-62396-513-6