Journal Articles

Play and theory of mind in early childhood: A Hong Kong perspective

Title:
Play and theory of mind in early childhood: A Hong Kong perspective
Authors:
Source:
Early Child Development and Care, 187(9), 1389-1402, 2017
Publisher:
Routledge
Year Published:
2017
Education Categories:
- Q Philosophy of Education, Educational System & School At Different Levels
  - QB Pre-school Education, Child Caring Facilities, Maternal & Infantile Health Facilities
Keywords:
Theory of Mind Play Social Strategy Early Childhood Education Early Childhood Development Education Social Processes
Region:
- Hong Kong
Period:
- 1997.7 onwards
Level:
- Pre-Primary Education
Abstract:
The study seeks to understand the relation between preschool children's mode of participation and negotiation strategies during play and their theory of mind (ToM) development in the Hong Kong context. Forty-two 5-year-old children were recruited. Their emotional and cognitive ToMs were assessed along with expressive language ability. Children's play was observed twice in naturalistic and laboratory settings. Parents completed a questionnaire on their child's emotional and cognitive ToM development, including demographic information and social economic status indexes. The results showed that 5-year-old Hong Kong children mostly engaged in associative and cooperative play and employed two-way, reciprocal strategies in their play. Parent report of emotional ToM predicted children's play strategy in both naturalistic and laboratory settings. Child measure of cognitive ToM predicted their play strategy in the laboratory setting. The study advocates more play time in kindergarten in order to foster an empathetic generation.
[Copyright of Early Child Development and Care is the property of Routledge.]
Language:
- English
Document Type:
Journal Articles
ISSN:
- 03004430;14768275
DOI:
- 10.1080/03004430.2016.1146261
Permalink:
https://bibliography.lib.eduhk.hk/en/bibs/d65a900e
Entry Date:
2018-06-14