Children’s Understanding of Mind in Social Pretend Play
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The purpose of the study was to explore children’s understanding of mind shown in play in a preschool classroom. Previous research on children’s theory of mind has relied on empirical studies utilizing several tasks, such as false belief tasks. Children’s emerging understanding of self and others is a complex process of entering a community of minds (Nelson, Henseler, & Plesa, 2000) and it is important to expand our understanding of children’s theories of mind through qualitative inquiry with contextually relevant methods. This qualitative study of one preschool classroom presents that theory of mind is not made up of isolated constructs but richly integrated states of mind. It appeared that interplay between social and cognitive factors was evident in social contexts. Diverse aspects of children’s theory of mind were discussed through detailed descriptions and interpretations of play episodes. Implications for teaching and research were also discussed emphasizing teachers’ role to facilitate children’s understanding of mind. A new way to look at theory of mind should be more qualitative, contextual, and holistic.
Abstract
The purpose of the study was to explore children’s understanding of mind shown in play in a preschool classroom. Previous research on children’s theory of mind has relied on empirical studies utilizing several tasks, such as false belief tasks. Children’s emerging understanding of self and others is a complex process of entering a community of minds (Nelson, Henseler, & Plesa, 2000) and it is important to expand our understanding of children’s theories of mind through qualitative inquiry with contextually relevant methods. This qualitative study of one preschool classroom presents that theory of mind is not made up of isolated constructs but richly integrated states of mind. It appeared that interplay between social and cognitive factors was evident in social contexts. Diverse aspects of children’s theory of mind were discussed through detailed descriptions and interpretations of play episodes. Implications for teaching and research were also discussed emphasizing teachers’ role to facilitate children’s understanding of mind. A new way to look at theory of mind should be more qualitative, contextual, and holistic.
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