Theory of Mind Dynamics in Children's Play: A Qualitative Inquiry in a Preschool Classroom

dc.contributor.authorPark, Soyeonen
dc.contributor.committeechairFu, Victoria R.en
dc.contributor.committeememberStremmel, Andrew J.en
dc.contributor.committeememberRogers, Cosby Steeleen
dc.contributor.committeememberUttech, Melanie R.en
dc.contributor.committeememberBenson, Mark J.en
dc.contributor.departmentHuman Developmenten
dc.date.accessioned2014-03-14T20:20:07Zen
dc.date.adate2001-12-11en
dc.date.available2014-03-14T20:20:07Zen
dc.date.issued2001-08-16en
dc.date.rdate2002-12-11en
dc.date.sdate2001-12-10en
dc.description.abstractThe purpose of the study was to explore children's understanding of mind shown in children's play in a preschool classroom. Previous research on children's theory of mind has relied on empirical studies utilizing several tasks, such as false belief tasks. Since children's emerging understanding of self and others is a complex process of entering a community of theories of mind (Nelson, Henseler, & Plesa, 2000), it is important to expand our understanding of children's theories of mind through qualitative inquiry with contextually-relevant methods. This study was guided by the following questions: How is children's theory of mind manifested in play and social interactions with other children in a preschool classroom? How do children negotiate differences between their own and others' theory of mind in their interactions? How are children's relationships extended through their understanding of each other's theories of mind? 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.en
dc.description.degreePh. D.en
dc.format.extentiii, 157 leavesen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-12102001-173508en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-12102001-173508/en
dc.identifier.urihttp://hdl.handle.net/10919/30028en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartSoyeon_Park_ETD.pdfen
dc.relation.isformatofOCLC# 09162784en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectplayen
dc.subjectcontextualen
dc.subjectpreschoolen
dc.subjecttheory of minden
dc.subject.lccLD5655.V856 2001.P375en
dc.titleTheory of Mind Dynamics in Children's Play: A Qualitative Inquiry in a Preschool Classroomen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineChild Developmenten
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

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