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Theory of mind and thinking development of preschool children
, Doctor in Biology, Professor, Head of the Department of Clinical Psychology and Psychophysiology, Scientific Director of the Academy of Psychology and Pedagogy, Southern Federal University, Rostov-na-Donu, Russia, email@example.comVorobyeva E.V.
, Professor, Department of Psychophysiology and Clinical Psychology, Academy of Psychology and Pedagogy, Southern Federal University, firstname.lastname@example.orgKaidanovskaya I.A.
, Assistant Professor, Department of psychophysiology and clinical psychology, Academy of Psychology and Pedagogy, Southern Federal University, email@example.comStrelnikova E.O.
, Master student, Department of Psychophysiology and Clinical Psychology, Academy of Psychology and Pedagogy, Southern Federal University, firstname.lastname@example.org
The paper is devoted to a comparative study of psychodiagnostic formation of theory of mind (using task of understanding false beliefs of other people) and the level of thought development of preschool children by Piaget. The study involved 56 children aged 3 to 5.5 years (27 boys and 29 girls). We used technique for the diagnosis of formation of theory of mind, and to assess the development of thinking in children. As a result, it was found that indicators of formation of theory of mind and indicators of development thinking by Piaget in the high degree of consistency. Children who understand the presence of the other person false beliefs, are also able to anticipate the results of the substantive action, to understand the laws of conservation of matter and are capable of thinking decentration.
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