Detalhes bibliográficos
| Ano de defesa: |
2015 |
| Autor(a) principal: |
Souza, Adriana Soares Freitas de
 |
| Orientador(a): |
Maluf, Maria Regina |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
|
| Departamento: |
Psicologia
|
| País: |
BR
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/16214
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Resumo: |
Children s capacity to attribute mental states such as desires, intentions and beliefs to themselves and to others, named Theory of mind, is essential for successful social relationships. There is evidence that children s stories contribute to the development of the theory of mind. The present intervention research, conducted in a municipal public school in Mogi das Cruzes/SP, aimed to guide elementary school teachers to use some language involving mental terms and verbs during story telling to their students, explaining the characters mental states. The participants were two teachers and 50 students, 27 boys and 23 girls, between five years old and 5 years and 11 months old. Two studies were developed (Study 1 and Study 2) by adopting the same design: a) a pre-test Wellman and Liu s (2004) scale of seven theory of mind tasks was applied to the children; b) intervention two meetings were held in order that the researcher could offer the teachers theoretical guidelines about the theory of mind, and ten practical workshops were carried out, in which the researcher worked on children s stories and taught the teachers how they should tell their students the stories by using some language involving mental terms and/or verbs; c) a post-test the seven theory of mind tasks were reapplied. All story telling developed by the teachers was transcribed and submitted to SPAD-T software. In Study 1, the teachers and their respective groups (25 students each group) were randomly chosen to be the experimental group (GE) and the control group (GC). The GE teacher received theoretical and practical instructions from the researcher in the intervention, whereas the GC teacher did not receive any instructions, she was just asked to tell the stories in her usual way. In Study 2, the teacher (control group of Study 1) received from the researcher the instructions to tell their students the stories. The results of both studies showed that after the intervention, the teachers started to adopt some language that was rich in mental terms, and such languge helped trigger the theory of mind in their students, who had a significantly better performance in the theory of mind tasks after their teachers had received the researcher s instructions. Such results support the hypothesis of a relation between the attribution of mental states and language development. The story telling activity in elementary school turned out to be a resource that favors the development of the theory of mind in children |
