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Theory of mind goes to school : does educational environment influence the development of theory of mind in middle childhood?
2020
journal article
article
10.1371/journal.pone.0237524
Journal
PLoS ONE
100
Author
Smogorzewska Joanna

Szumski Grzegorz

Grygiel Paweł
Volume
15
Issue
8
Article ID
0237524
eISSN
1932-6203
Language
English
Container language
English
Abstract in English
Previous research has shown that the development of theory of mind (ToM) depends on various individual and social factors, but very little research has examined the role of the natural educational environment in the development of ToM in middle childhood. In accordance with the importance of social factors in development, in this longitudinal study of 156 typically developing children, we investigated whether educational setting - classes containing children with disabilities (inclusive) or without such children (general education) - is associated with enhanced ToM development. ToM was measured with the ToM Scale, the Chocolate task and the Faux Pas Recognition Test. Analysis showed that ToM development was better among children educated in inclusive classes than among those educated in traditional classes. The results have implications for ToM development among children with and without disabilities as well as for educational practice.
Affiliation
Wydział Filozoficzny : Instytut Pedagogiki
dc.abstract.enPrevious research has shown that the development of theory of mind (ToM) depends on various individual and social factors, but very little research has examined the role of the natural educational environment in the development of ToM in middle childhood. In accordance with the importance of social factors in development, in this longitudinal study of 156 typically developing children, we investigated whether educational setting - classes containing children with disabilities (inclusive) or without such children (general education) - is associated with enhanced ToM development. ToM was measured with the ToM Scale, the Chocolate task and the Faux Pas Recognition Test. Analysis showed that ToM development was better among children educated in inclusive classes than among those educated in traditional classes. The results have implications for ToM development among children with and without disabilities as well as for educational practice.pl
dc.affiliationWydział Filozoficzny : Instytut Pedagogikipl
dc.contributor.authorSmogorzewska, Joannapl
dc.contributor.authorSzumski, Grzegorzpl
dc.contributor.authorGrygiel, Paweł - 394072 pl
dc.date.accessioned2020-09-16T05:55:49Z
dc.date.available2020-09-16T05:55:49Z
dc.date.issued2020pl
dc.date.openaccess0
dc.description.accesstimew momencie opublikowania
dc.description.number8pl
dc.description.versionostateczna wersja wydawcy
dc.description.volume15pl
dc.identifier.articleid0237524pl
dc.identifier.doi10.1371/journal.pone.0237524pl
dc.identifier.eissn1932-6203pl
dc.identifier.projectROD UJ / OPpl
dc.identifier.urihttps://ruj.uj.edu.pl/xmlui/handle/item/245892
dc.languageengpl
dc.language.containerengpl
dc.rightsUdzielam licencji. Uznanie autorstwa 4.0 Międzynarodowa*
dc.rights.licenceCC-BY
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/legalcode.pl*
dc.share.typeotwarte czasopismo
dc.subtypeArticlepl
dc.titleTheory of mind goes to school : does educational environment influence the development of theory of mind in middle childhood?pl
dc.title.journalPLoS ONEpl
dc.typeJournalArticlepl
dspace.entity.typePublication
Affiliations
Wydział Filozoficzny
Grygiel, Paweł
No affiliation
Smogorzewska, Joanna
Szumski, Grzegorz

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