Using book reading and story enactment to promote theory of mind for low-income preschoolers

2010 ◽  
Author(s):  
Carolyn Brockmeyer ◽  
Ageliki Nicolopoulou
Keyword(s):  
Theory Of Mind ◽  
Low Income ◽  
Book Reading

Effects of Teacher-Delivered Book Reading and Play on Vocabulary Learning and Self-Regulation among Low-Income Preschool Children

2018 ◽  
Vol 20 (2) ◽  
pp. 136-164 ◽  
Author(s):  
David K. Dickinson ◽  
Molly F. Collins ◽  
Kimberly Nesbitt ◽  
Tamara Spiewak Toub ◽  
Brenna Hassinger-Das ◽  
...  
Keyword(s):  
Preschool Children ◽  
Low Income ◽  
Vocabulary Learning ◽  
Self Regulation ◽  
Book Reading

Theory of mind and mental state discourse during book reading and story-telling tasks

2005 ◽  
Vol 23 (1) ◽  
pp. 81-102 ◽  
Author(s):  
Douglas K. Symons ◽  
Candida C. Peterson ◽  
Virginia Slaughter ◽  
Jackie Roche ◽  
Emily Doyle
Keyword(s):  
Theory Of Mind ◽  
Mental State ◽  
Book Reading ◽  
Story Telling

Theory-of-Mind Development in Brazilian Low-Income Children

2014 ◽  
Vol 2 (3) ◽  
pp. 41-52
Author(s):  
Maria Auxiliadora Dessen ◽  
◽  
Debora de Hollanda Souza ◽  
Keyword(s):  
Theory Of Mind ◽  
Low Income ◽  
Low Income Children

scholarly journals Shared Book Reading to Promote Math Talk in Parent–Child Dyads in Low-Income Families

2019 ◽  
Vol 39 (1) ◽  
pp. 45-55
Author(s):  
Nicole M. Hendrix ◽  
Robin L. Hojnoski ◽  
Kristen N. Missall
Keyword(s):  
Head Start ◽  
Low Income ◽  
Functional Relation ◽  
Book Reading ◽  
Shared Book Reading ◽  
Math Talk ◽  
Baseline Design ◽  
Multiple Indicators ◽  
Low Income Families ◽  
Parent Child

Shared book reading can facilitate meaningful mathematical interactions. This study extends prior research by exploring the effect of book content and parent training in shared book reading. A comparison phase embedded within a multiple baseline design across participants was used with three Head Start parent–child dyads to examine the effect of book type (i.e., math or nonmath) on the frequency of parent and child mathematical utterances (i.e., math talk) and to evaluate whether there was a functional relation between training as well as provision of reader’s guides and increased frequency and diversity of parent and child math talk. Overall and on average, dyads engaged in more math talk when provided with math books as compared with nonmath books. Results regarding training and provision of supplementary materials were less clear. Results are discussed with attention to multiple indicators of effectiveness and considerations for designing home mathematical interventions.

scholarly journals Young Children’s Theory of Mind: Home Literacy Environment, Technology Usage, and Preschool Education

2019 ◽  
Vol 7 (3) ◽  
pp. 86 ◽  
Author(s):  
Dilek Altun
Keyword(s):  
Theory Of Mind ◽  
Social Relations ◽  
Maternal Education ◽  
Preschool Education ◽  
Mental States ◽  
Home Literacy Environment ◽  
Home Literacy ◽  
Book Reading ◽  
Technology Usage ◽  
Literacy Environment

Theory of mind (ToM) skills involve young children’s mentalizing ability to be aware of their own selves and other individuals’ thoughts, beliefs, desires, and intentions (mental states). The social cognition skills are essential for processing complex social relations and overcoming interpersonal difficulties in communication. Previous studies shed light on the relationship of parenting and demographics to children’s ToM skills, but do not examine the associations with both home environment and preschool education experiences. The goal of the present study is to investigate children’s preschool education experience, home literacy environment (HLE), and technology usage in relation to their ToM skills. Participants were 203 preschoolers and their parents. The study data were collected using a home literacy environment questionnaire (HLEQ), theory of mind scale, and a demographic information form. The findings revealed that (a) children’s ToM scores are not differentiated regarding gender, excluding the diverse belief tasks, b) children’s ToM performances were differentiated in favor of children who have internet access at home, c) HLE, child age, daily TV watching, household income, maternal education, preschool experience, and shared book reading explained 46% of the total variance of preschoolers’ ToM scores.

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