Wang Zhenlin, Shao Yihan
The Education University of Hong Kong, Hong Kong SAR, China.
Massey University, Palmerston North, New Zealand.
Br J Dev Psychol. 2025 Mar;43(1):12-35. doi: 10.1111/bjdp.12479. Epub 2024 Feb 28.
Mental state reasoning is an integral part of children's teaching and learning understanding. This study investigated whether a picture book reading approach focusing on mental state discourse and contrasting perspectives in a preschool classroom setting would improve children's teaching and learning understanding and school readiness. In total, 104 children from four classrooms aged between 46 and 64 months (53 girls, M = 54.03 months, SD = 3.68) participated in the study. Half of the classrooms were randomly assigned to an experimental group where teachers read picture books rich in mental state discourse and engaged in intensive discussions with children for eight weeks. Children's false belief understanding and teaching and learning understanding were measured before and after the eight-week period. The result revealed that picture book reading improved children's learning understanding with a medium effect size, controlling for demographic variables, children's verbal ability, inhibition, and initial false belief understanding. The experimental group children further demonstrated more advanced school readiness 18 months after the intervention ended in a follow-up study using a teacher questionnaire.
心理状态推理是儿童对教学理解的一个重要组成部分。本研究调查了在幼儿园课堂环境中，一种专注于心理状态话语和对比观点的绘本阅读方法是否会提高儿童对教学的理解以及入学准备程度。共有来自四个班级的104名年龄在46至64个月之间的儿童（53名女孩，平均年龄M = 54.03个月，标准差SD = 3.68）参与了这项研究。一半的班级被随机分配到实验组，在那里教师阅读富含心理状态话语的绘本，并与孩子们进行了为期八周的深入讨论。在为期八周的前后分别测量了儿童的错误信念理解以及对教学的理解。结果显示，在控制了人口统计学变量、儿童的语言能力、抑制能力和初始错误信念理解之后，绘本阅读以中等效应量提高了儿童的学习理解。在干预结束18个月后的一项后续研究中，使用教师问卷对实验组儿童进行调查，结果表明他们表现出了更高级的入学准备程度。
