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

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

• Wang, Zhenlin The Hong Kong Institute of Education
• Wong, Richard Kwok Shing The Hong Kong Institute of Education
• Wong, Paul Yau Ho The Hong Kong Institute of Education
• Ho, Fuk Chuen The Hong Kong Institute of Education
• Cheng, Doris Pui Wah The Hong Kong Institute of Education

Early Child Development and Care, 187(9), 1389-1402, 2017

Routledge

2017

• Q 教育體系與各級學校
  • QB 小學前之教育、育兒設施、母嬰保健設施

Theory of Mind Play Social Strategy Early Childhood Education Early Childhood Development Education Social Processes

• Hong Kong

• 1997.7 onwards

• 學前教育

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.]

• 英文

期刊論文

• 03004430;14768275

• 10.1080/03004430.2016.1146261

https://bibliography.lib.eduhk.hk/tc/bibs/d65a900e

2018-06-14