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I. Pedagogy

By 直子 杉本, 潤 中澤, Naoko SUGIMOTO and Jun NAKAZAWA

Abstract

Both pretend play and Theory of Mind need sophisticated representational competence. In order to examine the relationship between the performance of pretend play and Theory of Mind, preschool children (N=21, aged 4-6 years) were observed during their play behavior and were also tested with three kinds of Theory of Mind tasks (false belief task, Smarties task, and appearance-reality task). It was found that pretending that one object represent several other objects and/or another object with low similarity to the original one related to good performance on the Theory of Mind tasks. The results are discussed with respect to representational development in early childhood

Topics: 心の理論, ふり遊び, 表象能力, 幼児, Theory of Mind, pretend play, representational ability, young children, NDC:370
Publisher: Chiba University. the Faculty of Education
Year: 2003
OAI identifier: oai:opac.ll.chiba-u.jp:900026785
Journal:

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