Keeping Children in Mind: Mentalizing Capacities of Caregivers and Educators and the Development of Theory of Mind in Preschool Children

A total of 137 Chilean preschool-aged children were evaluated with respect to theory of mind (ToM), and their respective primary caregivers and educators were evaluated with respect to mind-mindedness (MM) in two different times during the school year. The results are consistent with the theory and...

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Bibliographic Details
Published in:Trends in Psychology 2023-12, Vol.31 (4), p.845-864
Main Authors: Santelices, Maria-Pia, Duarte, Javiera, Fischerworring, Martina, Sieverson, Catalina, Montoya, Fernanda, Araneda, Maria-Eugenia
Format: Article
Language:English
Subjects:
Adaptation
Attachment
Behavior
Behavioral Science and Psychology
Caregivers
Children & youth
Emotions
Learning
Mothers
Original Article
Preschool children
Preschool teachers
Psychology
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Summary:A total of 137 Chilean preschool-aged children were evaluated with respect to theory of mind (ToM), and their respective primary caregivers and educators were evaluated with respect to mind-mindedness (MM) in two different times during the school year. The results are consistent with the theory and findings of other studies that suggest that ToM is positively developed over time in children. Furthermore, the results show that the mentalizing capacities of the primary caregiver and educator were significantly and distinctly associated with the development of ToM in the children. The findings contribute, particularly, to the understanding of the importance of preschool education in the overall child development process, as it promotes not only the acquisition of knowledge, but also the development of other abilities, such as the children’s capacity to better understand themselves and others.
ISSN:2358-1883
2358-1883
DOI:10.1007/s43076-021-00121-y