儿童在适应幼儿园过程中的心理理论技能与同伴关系
Theory of mind skills and peer relationships in children's adjustment to preschool.
作者信息
Ünlüer Esra
机构信息
Department of Preschool Education, Faculty of Education, Kocaeli University, Kocaeli, Türkiye.
出版信息
Front Psychol. 2024 Jul 24;15:1373898. doi: 10.3389/fpsyg.2024.1373898. eCollection 2024.
School adjustment affects children's future lives in many ways. This study examined the relationship between ToM skills, peer relationships, and school adjustment. Specifically, this study determined whether preschool children's school adjustment could be significantly predicted by theory of mind (ToM) skills and peer relationships. A total of 164 children aged 4 (34.5%), and 5 (38%) years of preschool attendance participated in the study. According to the research, children's age, theory of mind, peer relations, and school adjustment are closely related. It was also found that the theory of mind significantly predicted school adjustment (school liking/avoidance) and that prosocial and aggressive behavior predicted school liking.
学校适应在很多方面影响着儿童的未来生活。本研究考察了心理理论技能、同伴关系与学校适应之间的关系。具体而言，本研究确定了学前儿童的学校适应是否能由心理理论（ToM）技能和同伴关系显著预测。共有164名4岁（占34.5%）和5岁（占38%）的在园儿童参与了本研究。根据研究，儿童的年龄、心理理论、同伴关系和学校适应密切相关。研究还发现，心理理论显著预测了学校适应（喜欢/回避学校），亲社会行为和攻击性行为预测了对学校的喜欢程度。
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