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Social Understanding and Social Lives From Toddlerhood Through to the Transition to School 1st Edition by Claire Hughes ISBN 0203813227 9780203813225

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Social Understanding and Social Lives From Toddlerhood Through to the Transition to School 1st Edition Claire Hughes Digital Instant Download

Author(s): Claire Hughes
ISBN(s): 9780203813225, 0203813227
Edition: 1
File Details: PDF, 23.51 MB
Year: 2011
Language: english
SKU: EB-2445112 Categories: , Tag:

Social Understanding and Social Lives From Toddlerhood Through to the Transition to School 1st Edition by Claire Hughes – Ebook PDF Instant Download/Delivery: 0203813227, 9780203813225
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ISBN 10: 0203813227
ISBN 13: 9780203813225
Author: Claire Hughes

Winner of the British Psychological Society Book Award (Academic Monograph category) 2013! Over the past thirty years, researchers have documented a remarkable growth in children’s social understanding between toddlerhood and the early school years. However, it is still unclear why some children’s awareness of others’ thoughts and feelings lags so far behind that of their peers. Based on research that spans an extended developmental period, this book examines this question from both social and cognitive perspectives, and investigates the real-life significance of individual differences in theory of mind. After tracing the key age-related changes in the development of theory of mind, this book examines individual differences in relation to children’s cognitive abilities and their social experiences. Why might language or executive function matter for children’s social understanding? And how do children’s linguistic environments and relationships with parents and siblings contribute to their ability to reflect on people’s thoughts and feelings? The book also reviews the evidence for predictive links between early social understanding and later social behaviour. Using information gathered from classmates, teachers and the children themselves, the author investigates links between individual differences in early social understanding and in the quality of children’s interactions with friends, in their ability to resolve conflict, and in diverse aspects of school adjustment. Drawing on rich observational data gathered in this extended longitudinal study, as well as skills acquired during her early experimental studies of children with autism and a six year collaboration with Professor Judy Dunn, the author integrates both cognitive and social accounts of theory of mind. The book is ideal reading for researchers actively working in the field, graduate and undergraduate students specializing in developmental psychology, educational and health professionals, and parents interested in learning about children’s early social development.

Social Understanding and Social Lives From Toddlerhood Through to the Transition to School 1st Table of contents:

Part I: Cognitive Perspectives on Social Understanding

  1. Milestones in Social Understanding – From Infancy to School Age

  • Understanding of Attention and Intention in Infancy

  • Toddlers Understand World-Inconsistent Goals

  • Preschoolers Show a Representational Understanding of Mental States

  • School-Aged Children Show a Recursive and Interpretative Understanding of Mental States

  • Chapter Summary

  1. Executive Functions and Children’s Understanding of Mind

  • Why Might Executive Functions Matter for Children’s Understanding of Mind?

  • Does Early Executive Function Predict Later Social Understanding (or Vice Versa)?

  • Does the Link Between Theory of Mind and Executive Functions Reflect Common Effects of a Third Factor?

  • Is the Link Between Executive Functions and Social Understanding General or Specific?

  • Links Between Executive Functions and Theory of Mind in Atypical Groups

  • Further Findings from the Toddlers Up Study

  • Cross-Cultural Perspectives on Links Between Executive Functions and Social Understanding

  • Chapter Summary

  1. Language and Theory of Mind: Cognitive Perspectives

  • Making Sense of Links Between Individual Differences in Language and Theory of Mind

  • Cross-Cultural Contrasts

  • Bilingualism

  • Training Studies

  • Language and Theory of Mind in Clinical Populations

  • Hearing Loss

  • Specific Language Impairment (SLI)

  • Autism Spectrum Disorders (ASD)

  • Language, Theory of Mind and Imaging Research

  • Predictive Relations Between Language and False-Belief Understanding in the Toddlers Up Study: A Latent Variable Approach

  • Chapter Summary

Part II: Social Influences on Children’s Understanding of Mind
4. Language and Theory of Mind: Social Perspectives

  • Three Distinct Social Perspectives on Why Language Matters for Social Understanding

  • Children “Enter into the Community of Minds”

  • Iconic Aspects of Language Help Children Represent Reality in Different Ways

  • Learning from Conversations Depends on Children’s Trust in Testimony

  • Relationship Perspective on Links Between Discourse and Social Understanding

  • Understanding Emotion

  • Understanding False Belief

  • From Predictors to Processes

  • Temporally Dynamic Perspective on Mother–Child Talk and Social Understanding

  • Chapter Summary

  1. Parenting and Children’s Social Understanding

  • From History to Current Practice

  • Attachment and Social Understanding

  • Caregiver Depression, Family Relationships and Social Understanding

  • Culture, Parenting and Children’s Social Understanding

  • Chapter Summary

  1. Social Understanding: Siblings and Friends

  • Siblings, Friends, Pretend Play and Mindreading Skills

  • Indirect Effects of Siblings on Children’s Mindreading Skills

  • Developmental Change in Sibling Relationships and Links with Social Understanding

  • Are Sibling Influences on Social Understanding Universal?

  • Child Characteristics

  • Family Characteristics

  • Cultural Characteristics

  • Chapter Summary

Part III: Social Understanding and Social Outcomes
7. Social Understanding and Antisocial Behaviour

  • Theory-of-Mind Skills are Socially Neutral

  • Deviance Matters as Much as Delay

  • Developmental Perspective

  • Understanding Intentions

  • Understanding Emotion

  • Understanding Knowledge or Belief

  • Links Between Social Understanding and Bullying are Heterogeneous

  • Bringing Deontics into the Picture

  • Chapter Summary

  1. Social Understanding and Positive Social Behaviours

  • Are Milestones in Children’s Psychological Understanding and Social Competence Developmentally Synchronous?

  • Empathy

  • Social Information Gathering

  • Pretend Play

  • Is the Link Between Social Understanding and Social Competence Stronger for Some Children Than for Others?

  • Discourse and Children’s Understanding of Mind

  • Chapter Summary

  1. Social Understanding and School Life

  • Social Understanding and Views from Peers and Teachers

  • Social Understanding and Children’s Own Views of School Life

  • Social Understanding and Children’s Experiences with Peers and Teachers

  • Chapter Summary

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Tags: Claire Hughes, Social, Social Lives, School