Theory of Mind Dynamics in Children's Play: A Qualitative Inquiry in a Preschool Classroom
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The main tool for exploration of the study was an interpretive analysis based on data collected through participant observation, along with dialogic interviews, audio and video taping, my reflections, and review of the literature. This study of one preschool classroom presents that theory of mind is not made up of isolated constructs but richly integrated states of mind. It appeared that interplay between social and cognitive factors was more evident in social contexts. Diverse aspects of children's theory of mind were discussed through detailed descriptions and interpretations of play episodes. A new way of looking at children's theory of mind should be more qualitative, contextual, and holistic.
- Doctoral Dissertations