Previous issue (2019. Vol. 12, no. 3)
Included in Web of Science СС (ESCI)
Theory of mind and thinking development of preschool children 2029
, Doctor of 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.
Donaldson M. Myslitelnaya deyatelnost detey [The
mental activity of children]. Moscow: Pedagogika, 1985. Pp. 17–36 (In
Imuta K., Henry J.D., Slaughter V., Selcuk B., Ruffman T.
Theory of mind and prosocial behavior in childhood: A meta-analytic review.
Developmental Psychology, 2016, vol. 52, no. 8, pp. 1192–1205.
Kaidanovskaya I.A. Egocentrizm kak zakonomernaya stupen
razvitiya myshleniya i sybekta myshleniya [Egocentrism as a natural stage in
the development of thinking and thinking subject]. Vserossiiskaya
nauchno-prakticheskaya konferencia Lichnost v culture I obrazovanii:
psichologicheskoe soprovozdenie, razvitie, socializaciya [Russian
scientific-practical conference Personality in culture and education:
psychological support, development, socialization]. 2015, no. 3, pp.
49–52 (In Russ.)
Kovsh E., Vorobyeva E., Ermakov P. Obzor sovremennyh
issledovanii psihogeneticheskih faktorov agressivnogo povedeniya [Overview of
current research behavior genetic factors of aggressive behavior].
Rossiiskii psihologicheskii zurnal [Russian psychological
journal], 2014, vol. 11, no. 4, pp. 91–103.
Kurysheva I.V. Problemy podgotovki k shkole detei s
proyavleniyami asocialnogo povedeniya [Issues of preparation for school of
children with manifestations of antisocial behavior]. Nizegorodskoe
obrazovanie [Nizhny Novgorod education], 2008, no. 1, pp.
73–78 (In Russ.)
Lebedeva E.I., Sergienko E.A., Talanova N.N. Rol
psihometricheskogo intellekta v ponimanii doshkolnikami socialnogo mira [The
role of psychometric intelligence in understanding the social world of
preschoolers]. Psihologicheskie issledovaniya: elektronnyi nauchnyi
zurnal [Psychological research: an electronic scientific
journal], 2012, vol. 5. no. 26, pp. 3 (In Russ.)
Olson S.L., Lopez-Duran N., Lunkenheimer E.S., Chang H.,
Sameroff A.J. Individual differences in the development of early peer
aggression: Integrating contributions of self-regulation, theory of mind, and
parenting. Development and Psychopathology, 2011, vol. 23, no. 1, pp.
Piazhe Zh. Izbrannye psikhologicheskie Trudy.
[Selected psychological works]. Moscow: Prosveshchenie, 1969. 569 p. (In
Sergienko E.A. Model psikhicheskogo kak novaya
issledovatelskaya paradigma kognitivnoy psikhologii [The theory of mind as a
new paradigm of research in cognitive psychology]. Uchenye zapiski
Kazanskogo universiteta. Seriya Gumanitarnye nauki [Scientists notes of
the Kazan University. Series: Humanities], 2015, vol. 157, no. 4, pp.
265–279 (In Russ.)
Ulanova A.Yu., Sergienko E.A. Informacionnaya uspeshnost
kommunikacii na raznyh etapah razvitiya modeli psikhicheskogo [Information
Successful communication at different stages of the development of theory of
mind]. Eksperimentalnaya psikhologiya [Experimental
psychology], 2015, vol. 8, no. 1, pp. 60–72 (In Russ.)
Vorobyeva E., Ermakov P., Abakumova I., Kovsh E., Kryuchkova
A. Psihogenetika agressivnogo i vrazdebnogo povedeniya
[Behavior genetics of aggressive and hostile behavior]. Rostov-on-Don:
Southern Federal University, 2016. 102 p. (In Russ.)
Vygotskii L.S. Sobranie sochinenii: v 6 tomah
[Collected works. 6 books]. Moscow: Prosveshchenie, 1984. 280 p. (In
Wellman H.M., Peterson C.C. Theory of mind, development and
deafness. In S. Baron- Cohen, M. Lombardo, H. Tager-Flusberg (eds.),
Understanding Other Minds. Perspectives from developmental social
neuroscience. Oxford: Oxford Univ. Press, 2013. Pp. 51–71.
Wimmer H., Perner J. Beliefs about beliefs: Representation
and constraining function of wrong beliefs in young children’s understanding of
deception. Cognition, 1983, vol. 13, no. 1, pp. 103–128.