A total of 137 Chilean preschool-aged children were evaluated with respect to theory of mind (ToM), and their respective primary caregivers and educators were evaluated with respect to mind-mindedness (MM) in two different times during the school year. The results are consistent with the theory and findings of other studies that suggest that ToM is positively developed over time in children. Furthermore, the results show that the mentalizing capacities of the primary caregiver and educator were significantly and distinctly associated with the development of ToM in the chil- dren. The findings contribute, particularly, to the understanding of the importance of preschool education in the overall child development process, as it promotes not only the acquisition of knowledge, but also the development of other abilities, such as the children’s capacity to better understand themselves and others
Nota bibliográficaFunding Information:
This work was funded by FONDECYT 1100721-1130786, the Early Adversity and Abuse Research Center, CUIDA, and ANID Millennium Science Initiative / Millennium Institute for Research on Depression and Personality.
© 2021, Associação Brasileira de Psicologia.