Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/94108
Title: Putting yourself into others' shoes : role-play benefits preschoolers' social understanding
Authors: Shen, Pinxiu
Issue Date: 2011
Source: Shen, P. (2011, March). Putting yourself into others' shoes: role-play benefits preschoolers' social understanding. Presented at Discover URECA @ NTU poster exhibition and competition, Nanyang Technological University, Singapore.
Abstract: 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]
URI: https://hdl.handle.net/10356/94108
http://hdl.handle.net/10220/8995
Rights: © 2011 The Author(s).
Fulltext Permission: open
Fulltext Availability: With Fulltext
Appears in Collections:URECA Posters

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