scholarly journals Relations Between Theory of Mind and Academic School Readiness: The Moderating Role of Child Gender

2019 ◽  
Vol 65 (1) ◽  
pp. 101
Author(s):  
Martins ◽  
Barreto ◽  
Baptista ◽  
Osório ◽  
Martins ◽  
...  
Keyword(s):  
Theory Of Mind ◽  
School Readiness ◽  
Child Gender ◽  
Academic School ◽  
Moderating Role

Relations between Theory of Mind and Indirect and Physical Aggression in Kindergarten: Evidence of the Moderating Role of Prosocial Behaviors

2009 ◽  
Vol 19 (3) ◽  
pp. 535-555 ◽  
Author(s):  
Annie Renouf ◽  
Mara Brendgen ◽  
Sophie Parent ◽  
Frank Vitaro ◽  
Philip David Zelazo ◽  
...  
Keyword(s):  
Theory Of Mind ◽  
Physical Aggression ◽  
Prosocial Behaviors ◽  
Moderating Role

Marital Satisfaction and Quality of Father–Child Interactions: The Moderating Role of Child Gender

2014 ◽  
Vol 175 (2) ◽  
pp. 105-117 ◽  
Author(s):  
Annie Bernier ◽  
Véronique Jarry-Boileau ◽  
Carl Lacharité
Keyword(s):  
Marital Satisfaction ◽  
Child Gender ◽  
Moderating Role

scholarly journals When a Circle Becomes the Letter O: Young Children’s Conceptualization of Learning and Its Relation With Theory of Mind Development

2021 ◽  
Vol 11 ◽  
Author(s):  
Zhenlin Wang ◽  
Douglas A. Frye
Keyword(s):  
Theory Of Mind ◽  
School Readiness ◽  
Knowledge Change ◽  
Children’S Learning ◽  
Learning Intention ◽  
Learning Stories ◽  
Effect Of Age ◽  
Genuine Knowledge ◽  
Children's Learning

In two independent yet complementary studies, the current research explored the developmental changes of young children’s conceptualization of learning, focusing the role of knowledge change and learning intention, and its association with their developing theory of mind (ToM) ability. In study 1, 75 children between 48 and 86 months of age (M = 65.45, SD = 11.45, 36 girls) judged whether a character with or without a genuine knowledge change had learned. The results showed that younger children randomly attributed learning between genuine knowledge change and accidental coincidence that did not involve knowledge change. Children’s learning judgments in familiar contexts improved with age and correlated with their ToM understanding. However, the correlation was no longer significant once age was held constant. Another sample of 72 children aged between 40 and 90 months (M = 66.87, SD = 11.83, 31 girls) participated in study 2, where children were asked to judge whether the story protagonists intended to learn and whether they eventually learned. The results suggested that children over-attributed learning intention to discovery and implicit learning. Stories with conflict between the learning intention and outcome appeared to be most challenging for children. Children’s intention judgment was correlated with their ToM understanding, and ToM marginally predicted intention judgment when the effect of age was accounted for. The implication of the findings for school readiness was discussed. Training studies and longitudinal designs in the future are warranted to better understand the relation between ToM development and children’s learning understanding.

scholarly journals The Role of a Temperament Intervention in Kindergarten Children’s Standardized Academic Achievement

2017 ◽  
Vol 5 (2) ◽  
pp. 120 ◽  
Author(s):  
Ashleigh Collins ◽  
Erin O’Connor ◽  
Sandee McClowry
Keyword(s):  
School Readiness ◽  
Low Income ◽  
Multivariate Regression Analysis ◽  
Child Temperament ◽  
Kindergarten Students ◽  
Child Gender ◽  
School Based ◽  
Literacy Scores ◽  
Study Participants

Previous research finds that children experience a range of school readiness challenges (e.g., Chartier, Walker, & Naimark, 2010; Zill, 1999). Such challenges vary by children’s gender, temperament, and participation in school-based interventions (e.g., Mullola et al., 2011; Bramlett, Scott, Rowell, 2000). However, the examination of child temperament, gender, and children’s participation in school-based, temperament programming has been minimal. This study explores the role of child temperament profiles and child gender on children’s standardized academic outcomes following participation in a school-based, temperament intervention. Study participants included 324 kindergarten students attending urban, low-income schools. A multivariate regression analysis explored associations among child temperament profile, gender, and academic performance.  Cautious and male kindergarten intervention participants attained higher standardized mathematics and literacy scores than their non-intervention participating counterparts.

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