'Mindreading' from primary science: using concept cartoons to develop theory of mind in 5–6-year-olds – a pilot study. Issue 4 (19th May 2019)

• Record Type: Journal Article
• Authors: Woolman, Callum
• Is Part Of: Education 3-13. Volume 47:Issue 4(2019)
• Page Start: 395
• Page End: 409
• Publication Date: 2019-05-19
• Subjects: Concept cartoons -- theory of mind -- cognitive conflict -- primary science; Education -- Great Britain -- Periodicals; Education, Primary -- Periodicals; Education, Elementary -- Periodicals; 372.942
• DOI: 10.1080/03004279.2018.1489874
• Languages: English
• ISSNs: 0300-4279

Abstract

ABSTRACT: Building on Woolman's [2017. 'Developing 5–6 Year olds' Social Competence using Concept Cartoons: A Neurocognitive Approach.' Journal of Applied Psychology and Social Science 3 (2): 90–123. Retrieved fromhttp://194.81.189.19/ojs/index.php/apass/article/viewFile/437/557 ] findings of Concept Cartoons (CCs) positively affecting aspects of social competence, I explore the effects of CCs in primary Science lessons by teachers who have no experience with CCs on Theory of Mind (ToM) development in 5–6-year-olds. Two Year 1 teachers took part in a mixed methods pre-test-post-test quasi-experimental design with twenty 5–6-year-olds taking part in a metacognition and false-belief tasks and teachers taking part in semi-structured interviews. Significant findings were found in response latencies in favour of the experimental group. Future research would benefit from a longitudinal study on the effects of CCs on ToM development in young children.