The Effectiveness of using the Motor stories in providing the False Belief Task of kindergarten children
الكلمات المفتاحية:
False Belief Task, Motor stories
الملخص
The study aimed to identify the effectiveness of the use of Motor stories in distinguishing the false belief task of the kindergarten child, and the experimental method was used.
From the method of Motor Stories and the scale of False Belief Task, the study yielded the Following Results:
There are statistically significant differences between the mean scores of the children of the experimental group and the control group in the direct dimensional application, as the value of (T) reached (2.309) with a level of significance (0.000.
There are statistically significant differences between the average scores of the children of the experimental group in the direct pre and post applications; As the value of (T) reached (3.207) with a level of significance (0.000).
There is no statistically significant difference between the average scores of the children of the control group in the direct pre and post applications. The value of (T) reached (0.366) at a level of significance (0.467).
There are statistically significant differences between the average scores of the children of the experimental group in the two applications, the direct post and the delayed one. As the value of (T) reached (2.481) with a significance level of (0.000).
References
قائمة المراجع
أبو علام، رجاء محمود. (2004). مناهج البحث في العلوم النّفسية والتربويّة. (ط4). القاهرة: دار النشر للجامعات.
بشير، كروم. (2018). أثر برنامج مقترح باستخدام القصص الحركيّة في تنمية القيم الأخلاقيّة وبعض القدرات الادراكيّة لأطفال الرّوضة [رسالة دكتوراه غير منشورة]. جامعة محمد بو مضياف-المسيلة. معهد علوم وتقنيات النّشاطات البدنيّة والرّياضيّة: الجزائر.
توفيق، أسماء فتحي؛ خلف، أمل السّيد. (2019). فاعليّة القصّة كمدخل لإنماء الذّكاء العاطفي لدى طفل الرّوضة. مجلّة الطّفولة العربية. (37)، 37-70.
شعاع للنشر والعلوم (2007). الإحصاء باستخدام spss ترجمة: لجنة التأليف والترجمة. حلب: دار شعاع للنشر والعلوم.
العمري، آلاء مشهور. (2019). فاعليّة استخدام طرائق تصحيح المعتقد الخاطئ ولعب الدّور والقصص في تنمية المعتقد الخاطئ لأطفال ما قبل المدرسة. مجلّة جامعة القدس المفتوحة، 10 (28).
مطر، عبد الفتّاح؛ مسار، علي. (2010). نمو المفاهيم والمهارات اللغويّة لدى الأطفال. الرّياض: دار النّشر الدّولي.
المؤتمر الدّولي حول الطّفولة المبكرة. (2019). تم استرجاعه بتاريخ 28\5\2021 الساعة 12:20 صباحاً على الرّابط الآتي: https:\\anecd.mawared.org
المراجع الأجنبيّة:
Aldrich Naomi J & Alfieri Louis. (2021). Evaluating associations between parental mind-mindedness & children's developmental theory of mind through meta-analysis. Child Development 60 (100946) 236–267 University of Cambridge.
Adornetti, Ines; Chiera, Aless&ra; Altavilla, Daniela; Deriu, Valentina; Marini, &rea; Valeri, Giovanni; Magni, Rita; Ferretti, Francesco. (2021). Self projection in middle childhood: a study on the relationship between theory of mind & episodic future thinking. Received: 23 The Author(s).
Baron, cohen s, wheelwright s, hill j, raste y, plumb l. (2021). The reading the theory of mind in the eyes test revised version. Child psychol psychiatry, (42 )241-265.
Claire Hughes & Rory T. Devine (2018). Does Parental Mind-Mindedness Account for Cross-Cultural Differences in Preschoolers’ Theory of Mind. Child Development, 89 (4), 1296–1310 University of Cambridge.
Cheung, H., Chen, H, & Yeung, W. (2009). Relations Between Mental Verb & False Belief Underst&ing In Cantonese-Speaking Children. Journal of Experimental Child Psychology, 104 (2), 141–155.
Devine, T. Rory; Hughes, Claire. (2017). Family influences on theory of mind. Development in Context, 3(9), 41-56.
Devine, Rory T.; Claire Hughes. (2021). Running Head: Parental Predictors of False Belief Underst&ing. University of Cambridge, United Kingdom.
Doherty, Martin J.; Perner, Josef. (2020). Mental Files: Developmental integration of dual naming & theory of mind. Developmental., 56, 100909.
Ebert, Susanne. (2021). Theory of mind, language, & reading: Developmental relations from early childhood to early adolescence. University of Bamberg, 96047 Bamberg, Germany, Norwegian University of Science & Technology, 7491 Trondheim, Norway.
Florit, Elena; Carli, Pietro De; Giunti, Giuditta; Mason, Lucia. (2020). Advanced theory of mind uniquely contributes to children's multiple-text comprehension. Journal of Experimental Child Psychology, 189, 104708.
Grassiotto, Fabio; Costa Paula Dorhofer Paro. (2021). A Cognitive Architecture Implementation of the Theory of Mind. University of Campinas, Campinas, Brazil.
Hofmann Stefan; Doan Stacey N.; Sprung Manuel; Wilson Annep; Ebesutani, Chad; &rews Leigh; Curtiss Joshua; Harris Paul L. (2021). Training children’s theory-of-mind: A meta-analysis. Department of Psychological & Brain Sciences, Boston University, 648 Beacon Street, 6th Floor, Boston, MA 02215, U.S.A.
Hughes, Claire; T. Devine, Rory. (2018). Does Parental Mind-Mindedness Account for Cross-Cultural Differences in Preschoolers’ Theory of Mind.؟ Child Development, 89 (4), 1296–1310.
Hansen, Kristin; Noel M., Lagattuta. (2021). How Do Thoughts, Emotions, & Decisions? Align A New Way to Examine Theory of Mind in Middle Children Center for Mind & Brain. University of California, Davis.
Hughes, Claire; T. Devine, Rory; Ensor, Rosie; Koyasu, Masuo; Mizokawa, Ai; Lecce, Serena. (2014). A Lost in Translation? Comparing British, Japanese, & Italian Children’s Theory-of-Mind Performance. Child Development, Article ID 893492, 10 pages.
Lee, Sarah Jia Ying; Imuta, Kana. (2021). Lying & Theory of Mind: A Meta-Analysis. Child Development, 92(2), 536-553.
Devine, Rory T.; Claire Hughes. (2021). Running Head: Parental Predictors of False Belief Underst&ing. University of Cambridge, United Kingdom.
Rusli, D., Ariani, D. N., Nurmina, N., & Rinaldi, R. (2021). Influence of exposure to children’s movies on television on theoryof- mind acquisition in preschoolers. International Journal of Health & Medical Sciences, 4(1), 44-49
Rusli, et al .(2021) .The functional significance of cognitive empathy & theory of mind in early & chronic schizophrenia. (2021). Psychiatry Research, 299, 113852.
Ibrahim, mohannad. (2011). Effet du style educatif parental sur le developpement emotionnel des enfants et francais ed 4 a 6 ans. Universite de Rouen.
Premach, D & Woodruff, G. (1978). Doc The Chimpanzee Have A Theory Of Mind?. Behavior & Brain .Sciences, 1 (4), 515-526.
Van Staden, Jason Gary & Callaghan Christian William. (2021). An evaluation of the reading the mind in the eyes tests psychometric properties & scores in south Africa-cultural Implications. Psychological research. Springer link https\\www.linkspringer.com
Valler&, R.J. (1989). Vers une methodologie de validation trans- culturellede questionnaires psychologiques: implications pour la recherché en langue francaise. Canadian psychology, 30,662-680.
Woodburn, E. (2008). The social aspects of learning: The role of theory of mind, children's underst&ing of teaching & social-behavioral competence in school readiness. (Doctoral Dissertation). University of Pennsylvania
Wellman Henry M. & Liu David. (2004). Scaling of Theory-of-Mind Tasks. Child Development 75 (2), 523 – 541 University of Cambridge.
أبو علام، رجاء محمود. (2004). مناهج البحث في العلوم النّفسية والتربويّة. (ط4). القاهرة: دار النشر للجامعات.
بشير، كروم. (2018). أثر برنامج مقترح باستخدام القصص الحركيّة في تنمية القيم الأخلاقيّة وبعض القدرات الادراكيّة لأطفال الرّوضة [رسالة دكتوراه غير منشورة]. جامعة محمد بو مضياف-المسيلة. معهد علوم وتقنيات النّشاطات البدنيّة والرّياضيّة: الجزائر.
توفيق، أسماء فتحي؛ خلف، أمل السّيد. (2019). فاعليّة القصّة كمدخل لإنماء الذّكاء العاطفي لدى طفل الرّوضة. مجلّة الطّفولة العربية. (37)، 37-70.
شعاع للنشر والعلوم (2007). الإحصاء باستخدام spss ترجمة: لجنة التأليف والترجمة. حلب: دار شعاع للنشر والعلوم.
العمري، آلاء مشهور. (2019). فاعليّة استخدام طرائق تصحيح المعتقد الخاطئ ولعب الدّور والقصص في تنمية المعتقد الخاطئ لأطفال ما قبل المدرسة. مجلّة جامعة القدس المفتوحة، 10 (28).
مطر، عبد الفتّاح؛ مسار، علي. (2010). نمو المفاهيم والمهارات اللغويّة لدى الأطفال. الرّياض: دار النّشر الدّولي.
المؤتمر الدّولي حول الطّفولة المبكرة. (2019). تم استرجاعه بتاريخ 28\5\2021 الساعة 12:20 صباحاً على الرّابط الآتي: https:\\anecd.mawared.org
المراجع الأجنبيّة:
Aldrich Naomi J & Alfieri Louis. (2021). Evaluating associations between parental mind-mindedness & children's developmental theory of mind through meta-analysis. Child Development 60 (100946) 236–267 University of Cambridge.
Adornetti, Ines; Chiera, Aless&ra; Altavilla, Daniela; Deriu, Valentina; Marini, &rea; Valeri, Giovanni; Magni, Rita; Ferretti, Francesco. (2021). Self projection in middle childhood: a study on the relationship between theory of mind & episodic future thinking. Received: 23 The Author(s).
Baron, cohen s, wheelwright s, hill j, raste y, plumb l. (2021). The reading the theory of mind in the eyes test revised version. Child psychol psychiatry, (42 )241-265.
Claire Hughes & Rory T. Devine (2018). Does Parental Mind-Mindedness Account for Cross-Cultural Differences in Preschoolers’ Theory of Mind. Child Development, 89 (4), 1296–1310 University of Cambridge.
Cheung, H., Chen, H, & Yeung, W. (2009). Relations Between Mental Verb & False Belief Underst&ing In Cantonese-Speaking Children. Journal of Experimental Child Psychology, 104 (2), 141–155.
Devine, T. Rory; Hughes, Claire. (2017). Family influences on theory of mind. Development in Context, 3(9), 41-56.
Devine, Rory T.; Claire Hughes. (2021). Running Head: Parental Predictors of False Belief Underst&ing. University of Cambridge, United Kingdom.
Doherty, Martin J.; Perner, Josef. (2020). Mental Files: Developmental integration of dual naming & theory of mind. Developmental., 56, 100909.
Ebert, Susanne. (2021). Theory of mind, language, & reading: Developmental relations from early childhood to early adolescence. University of Bamberg, 96047 Bamberg, Germany, Norwegian University of Science & Technology, 7491 Trondheim, Norway.
Florit, Elena; Carli, Pietro De; Giunti, Giuditta; Mason, Lucia. (2020). Advanced theory of mind uniquely contributes to children's multiple-text comprehension. Journal of Experimental Child Psychology, 189, 104708.
Grassiotto, Fabio; Costa Paula Dorhofer Paro. (2021). A Cognitive Architecture Implementation of the Theory of Mind. University of Campinas, Campinas, Brazil.
Hofmann Stefan; Doan Stacey N.; Sprung Manuel; Wilson Annep; Ebesutani, Chad; &rews Leigh; Curtiss Joshua; Harris Paul L. (2021). Training children’s theory-of-mind: A meta-analysis. Department of Psychological & Brain Sciences, Boston University, 648 Beacon Street, 6th Floor, Boston, MA 02215, U.S.A.
Hughes, Claire; T. Devine, Rory. (2018). Does Parental Mind-Mindedness Account for Cross-Cultural Differences in Preschoolers’ Theory of Mind.؟ Child Development, 89 (4), 1296–1310.
Hansen, Kristin; Noel M., Lagattuta. (2021). How Do Thoughts, Emotions, & Decisions? Align A New Way to Examine Theory of Mind in Middle Children Center for Mind & Brain. University of California, Davis.
Hughes, Claire; T. Devine, Rory; Ensor, Rosie; Koyasu, Masuo; Mizokawa, Ai; Lecce, Serena. (2014). A Lost in Translation? Comparing British, Japanese, & Italian Children’s Theory-of-Mind Performance. Child Development, Article ID 893492, 10 pages.
Lee, Sarah Jia Ying; Imuta, Kana. (2021). Lying & Theory of Mind: A Meta-Analysis. Child Development, 92(2), 536-553.
Devine, Rory T.; Claire Hughes. (2021). Running Head: Parental Predictors of False Belief Underst&ing. University of Cambridge, United Kingdom.
Rusli, D., Ariani, D. N., Nurmina, N., & Rinaldi, R. (2021). Influence of exposure to children’s movies on television on theoryof- mind acquisition in preschoolers. International Journal of Health & Medical Sciences, 4(1), 44-49
Rusli, et al .(2021) .The functional significance of cognitive empathy & theory of mind in early & chronic schizophrenia. (2021). Psychiatry Research, 299, 113852.
Ibrahim, mohannad. (2011). Effet du style educatif parental sur le developpement emotionnel des enfants et francais ed 4 a 6 ans. Universite de Rouen.
Premach, D & Woodruff, G. (1978). Doc The Chimpanzee Have A Theory Of Mind?. Behavior & Brain .Sciences, 1 (4), 515-526.
Van Staden, Jason Gary & Callaghan Christian William. (2021). An evaluation of the reading the mind in the eyes tests psychometric properties & scores in south Africa-cultural Implications. Psychological research. Springer link https\\www.linkspringer.com
Valler&, R.J. (1989). Vers une methodologie de validation trans- culturellede questionnaires psychologiques: implications pour la recherché en langue francaise. Canadian psychology, 30,662-680.
Woodburn, E. (2008). The social aspects of learning: The role of theory of mind, children's underst&ing of teaching & social-behavioral competence in school readiness. (Doctoral Dissertation). University of Pennsylvania
Wellman Henry M. & Liu David. (2004). Scaling of Theory-of-Mind Tasks. Child Development 75 (2), 523 – 541 University of Cambridge.
منشور
2022-11-06
How to Cite
Ali, D., Saad El-Din, H., & Ibrahim, M. (2022). The Effectiveness of using the Motor stories in providing the False Belief Task of kindergarten children. Journal of Hama University , 5(13). Retrieved from https://hama-univ.edu.sy/ojs/index.php/huj/article/view/1014
القسم
Department of Education
