Short-term longitudinal study of theory of mind and school readiness in 120 low-income children¶

Element · All elements
Evidence · 4 claims (4 for) · 1 study (1 associational), q3 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

A short-term longitudinal study of "120 low-income preschool and kindergarten children" examining "relations among theory of mind, the understanding of teaching, and learning behaviors and their collective role in children's literacy and numeracy skills at school entry." It was published in Developmental Psychology, vol. 53, issue 12, and situates findings within theory of mind and sociocognitive development in school readiness.

Design Implications¶

Context¶

Requirements¶

• Short-term longitudinal measurement of sociocognitive variables and academic outcomes at school entry

Constraints¶

• Sample limited to low-income preschool and kindergarten children

Target Learners¶

• low-income preschool and kindergarten children

Target Learning Goals¶

• literacy and numeracy skills at school entry

Claims¶

• Low-income children show theory of mind development differences compared with typically studied higher-income samples [+W]
• A combination of sociocognitive variables predicts concurrent academic outcomes at school entry [+W]
• Theory of mind predicts concurrent literacy and numeracy outcomes at school entry among low-income children [+W]
• Children's understanding of teaching predicts changes in literacy scores over time [+W]

Related Elements¶

Examples¶

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Key Sources¶

• Elizabeth Woodburn Cavadel, Douglas A. Frye. (2017). Not Just Numeracy and Literacy: Theory of Mind Development and School Readiness among Low-Income Children. Developmental Psychology, vol. 53, issue 12. https://www.mathematica.org/publications/not-just-numeracy-and-literacy-theory-of-mind-development-and-school-readiness-among-low-income