Putting yourself into others' shoes : role-play benefits preschoolers' social understanding
Date of Issue2011
School of Humanities and Social Sciences
Theory of Mind (ToM) is the ability to ascribe mental states such as beliefs, desires, and intentions to oneself and others (Premack & Woodruff, 1978). It is closely related to preschoolers’ behavioral control (e.g., Carlson, Moses, & Breton, 2002; Frye, Zelazo, & Palfai, 1995), academic competence (Blair and Razza, 2007), and social competence (Tan-Niam, Wood, & O’Malley, 2000). Past research has shown that Singaporean preschoolers had a slower ToM development as compared to Chinese, Korean, and North American children (Qu et. al, 2009; Qu et al., 2010, Shen & Qu, 2010). A training program to improve false belief understanding amongst Singaporean preschoolers is thus necessary. Although role-play has been positively associated with ToM development (e.g., Jenkins & Astington, 2000), none of the previous ToM training studies have employed role-play as a training methodology. This study examined the effectiveness of a role-play intervention program in improving preschoolers’ ToM ability. [2nd Award]
Student Research Poster
© 2011 The Author(s).