Scribd
Upload
93 views3 pages

What Is Theory of The Mind?

1. Theory of mind is the ability to understand one's own and others' mental states such as beliefs, desires, emotions, and knowledge. 2. Children develop theory of mind skills from infancy through childhood in stages, starting with understanding wants and emotions, and culminating in understanding false beliefs. 3. Theory of mind continues developing throughout one's life as social experiences increase understanding of how people think and feel.

Uploaded by

ジョージ
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
93 views3 pages

What Is Theory of The Mind?

1. Theory of mind is the ability to understand one's own and others' mental states such as beliefs, desires, emotions, and knowledge. 2. Children develop theory of mind skills from infancy through childhood in stages, starting with understanding wants and emotions, and culminating in understanding false beliefs. 3. Theory of mind continues developing throughout one's life as social experiences increase understanding of how people think and feel.

Uploaded by

ジョージ
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

CECILLE C. ALVAREZ G.

BOCOBO

ABSTRACTION:

What is theory of the mind?

Theory of the mind is an important social-cognitive skill that involves the ability to think about
mental states, both your own and those of others. It encompasses the ability to attribute mental states,
including emotions, desires, beliefs, and knowledge. Not only does the theory of mind involve thinking
about thinking, but it also refers to the ability to understand that other people's thoughts and beliefs
may be different from your own and to consider the factors that have led to those mental states.

How do children develop Theory of the Mind?

During infancy and early childhood, children learn the early skills that they’ll need to develop
their theory of mind later on. These skills include the ability to:

1. pay attention to people and copy them

2. recognize others’ emotions and use words to express them (“happy”, “sad”, “mad”)

3. know that they are different from other people and have different likes/dislikes from others

4. know that people act according to the things they want

5. understand the causes and consequences of emotions (If I throw my toy, Mom will be mad)

6. pretend to be someone else (like a doctor or a cashier) when they play

Between ages 4-5, children really start to think about others’ thoughts and feelings, and this is when
true theory of mind emerges. Children develop theory of mind skills in the following order:

1. Understanding “wanting” – Different people want different things, and to get what they want, people
act in different ways.

2. Understanding “thinking” – Different people have different, but potentially true, beliefs about the
same thing. People’s actions are based on what they think is going to happen.

3. Understanding that “seeing leads to knowing” – If you haven’t seen something, you don’t necessarily
know about it (like the Dad in the example above on the telephone). If someone hasn’t seen something,
they will need extra information to understand.

4. Understanding “false beliefs” – Sometimes people believe things that are not true, and they act
according to their beliefs, not according to what is really true.

5. Understanding “hidden feelings” – People can feel a different emotion from the one they display.

Children’s theory of mind continues to develop after age five. For the next several years they learn to
predict what one person thinks or feels about what another person is thinking or feeling. They also begin
to understand complex language that relies on theory of mind, such as lies, sarcasm, and figurative
language (like “it’s raining cats and dogs”). Some experts argue that theory of mind development
continues over a lifetime as one has more opportunities to experience people and their behaviour.
LESSON 17

‌Analysis:

How does conflict among preschoolers resolved?

It is important to remain calm so that the situation does not escalate. Use a calm, soft voice and
position yourself at eye level with children. Listen to all sides of a conflict. Rather than solving the
problem for children, help generate ideas of how they might solve the problem.

Abstraction:

1. What is gender typing?

Gender typing is when the child adopts behaviors, values, or characteristics of others that he or
she believes are part of his or her gender. So that little boy will look at other men around him and copy
the behavior.

2. Explain PARTEN's Stages of Play.

Parten’s 6 stages of play are:

1. Unoccupied Play (Birth – 3 months) can be observed from the earliest months in life. It is
defined as sensory activities that lack focus or narrative. Example: A child picking up, shaking,
then discarding objects in their vicinity

2. Solitary Play (3 months – 2 ½ years) follows on from unoccupied play. It is play that involves a
child playing alone and with little interest in toys outside of their immediate vicinity. It is more
focused and sustained than unoccupied play. During this stage, children will still have little
interest in adults or other children during their play. Example: Two children playing with their
toys but never looking at or showing any interest in each other.

3. Onlooker Play (2 ½ years – 3 ½ years) is the first sign of children showing interest in the play
behaviors of other children. During this stage, children will observe another children’s play
without getting involved themselves. They will often sit within earshot so they can hear other
children’s play conversations. Example: Younger children in a multi-age Montessori classroom
will observe older children at play, but not get involved in the ‘big kid’s games’.

4. Parallel Play (3 ½ years – 4 years) follows onlooker play. It involves children playing in proximity
to one another but not together. They will tend to share resources and observe one another
from a distance. However, they will not share the same game play or goals while playing.
Example: A brother and sister playing with the same Lego set, but constructing different
buildings.

5. Associative Play (4 – 4 ½ years) Associative play emerges when children begin acknowledging
one another and working side-by-side, but not necessarily together. Associative play differs from
parallel play because children begin to share, acknowledge, copy and work with one another.
However, it is not quite the next stage (cooperative play) because children do not yet share
common goals during play – in other words, they’re not yet playing ‘together’ in any cohesive
way.
6. Cooperative Play (4 ½ years and up) emerges shortly after associative play and represents fully
integrated social group play. During this stage, expect to see children playing together and
sharing the same game. The children will have the same goals, assign one another roles in the
game, and collaborate to achieve their set game play goals. This stage represents the
achievement of socialization, but social skills will still be developing. Children may need support,
guided practice and scaffolding to help them develop positive social skills such as sharing,
compromise and turn taking. Example: Children work together on a shared game.

LESSON 18

‌ABSTRACTION:

1. Discuss some issues affecting physical development and its implication to child growth.

Child development is a gradual unfolding of biologically determined characteristics and traits


that arises as the child learns from experiences. In developing countries, more than 200 million children
under five years fail to reach their potential in cognitive and social development due to poverty, poor
health, nutrition, and deficit care. Most of these children and many of them are exposed to multiple
risks including poverty, malnutrition, poor health and un-stimulating home environment, which
detrimentally affecting their development. Health associated to poverty, nutrition and social factors
hinders from attaining to their full developmental potential. Other factors that compromise overall
development during pregnancy and after birth are parent’s behavioral, dietary deficiencies, chronic
infections, exclusive breastfeeding, inadequate feeding practices and lack of stimulation.

APPLICATION:

Write self-reflection on how physical well-being of students are promoted.

Physical wellbeing of students is promoted through the teaching of healthy lifestyles. Value
students’ personal and social development in the classroom. Physical activities should be promoted in
school. Regular physical activity promotes growth and development in psychosocial outcomes such as
self-concept and social interaction. The motivation to do better and for school to be a good place for
students. School should focus on improvement for wellbeing and values are explicit and visible in all
aspects of school operations and practices. The strength and potential of students, teachers, parents are
the focus for promoting and responding to wellbeing. No to bullying, instead respect for one another
and accepting diversity among students should be promoted.

You might also like