| 来源类型 | Publication |
| Not Just Numeracy and Literacy: Theory of Mind Development and School Readiness among Low-Income Children | |
| Elizabeth Woodburn Cavadel; Douglas A. Frye | |
| 发表日期 | 2017-12-30 |
| 出版者 | Developmental Psychology, vol. 53, issue 12 |
| 出版年 | 2017 |
| 语种 | 英语 |
| 概述 | The current study investigated the role of theory of mind development in school readiness among 120 low-income preschool and kindergarten children.", |
| 摘要 | The current study investigated the role of theory of mind development in school readiness among 120 low-income preschool and kindergarten children. A short-term longitudinal design was used to examine relations among theory of mind, the understanding of teaching, and learning behaviors and their collective role in children’s literacy and numeracy skills at school entry. Results replicate differences in theory of mind development among low-income children as compared to typically studied, higher-income samples. Theory of mind and the combination of several sociocognitive variables successfully predicted concurrent relations with academic outcomes. Children’s understanding of teaching predicted changes in literacy scores over time. Results are discussed in the context of what is known about theory of mind and sociocognitive development in school readiness. |
| URL | https://www.mathematica.org/our-publications-and-findings/publications/not-just-numeracy-and-literacy-theory-of-mind-development-and-school-readiness-among-low-income |
| 来源智库 | Mathematica Policy Research (United States) |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/489115 |
| 推荐引用方式 GB/T 7714 | Elizabeth Woodburn Cavadel,Douglas A. Frye. Not Just Numeracy and Literacy: Theory of Mind Development and School Readiness among Low-Income Children. 2017. |
| 条目包含的文件 | 条目无相关文件。 | |||||
除非特别说明，本系统中所有内容都受版权保护，并保留所有权利。
