同伴交往、亲子交往与儿童心理理论发展的关系

The Relationship Among Children's Theory of Mind,Peer Interaction and Parent-child Interaction

采用经典的心理理论任务、同伴提名法、父母教养方式问卷以及在游戏情境中观察同伴交往行为和亲子交往行为等多种方法,探讨同伴交往、亲子交往与儿童心理理论发展的关系。88名3—6岁儿童及其家长参加了实验。研究结果表明:(1)交往类型中受欢迎儿童,其心理理论发展水平显著高于被拒绝和被忽视儿童。(2)民主型教养方式最有利于促进幼儿心理理论的发展,放任型教养方式最不利于幼儿心理理论的发展。(3)家长指导游戏的行为、分享情感的行为和使用心理状态术语的行为,有利于促进孩子心理理论的发展,而对孩子的冷漠最不利于孩子心理理论的发展。(4)相对于同伴交往,亲子交往对儿童心理理论的发展有更显著的预测力,其中家长和孩子的情感分享,对孩子遇到问题的解释及指导是促进孩子心理理论发展的重要影响因素。

This study explored the relationship among children＇s theory of mind, peer interaction and parent-child interaction. The method included standard false-belief tasks, peer nomination, parenting rearing style questionnaires, behavior observation of peer play and parent-child play. 88 preschoolers aged 3 and 6 years with their parents were involved. The result indicates： （1）There exists a significant correlation between the development of children＇s TOM and peer nomination. Those who are welcomed have higher developing speeds of TOM than those who are rejected or neglected. （2） Children＇ s TOM is significantly related to the democratic parenting style. The indulgent parenting style is the least helpful to children＇s development of TOM. （3）Compared with the peer interaction, parent-child interaction plays an important role in the development of children＇s TOM.