Relations Between Mothers’ and Preschoolers’ Use of Mental State Terms During Pretend Play and Preschoolers’ Mental State Terms in Hypothetical Narratives

Abstract

Objective: This research examined mothers` and preschoolers` uses of mental state terms during pretend play and linked such use to children`s independent mental state terms used in hypothetical narratives. Methods: Fifty four-year-olds and their mothers were engaged in pretend play and the preschoolers were asked to provide hypothetical narratives. Mothers` and preschoolers` mental state terms were analyzed in terms of types and frequencies. Results: During pretend play, the mothers and preschoolers used desire state terms most variously and frequently, followed by cognitive and emotion state terms. In the hypothetical narratives, the preschoolers used desire state terms most variously and frequently; however they talked about emotion state terms more variously and cognitive state terms more frequently. In addition, the mothers` mental state terms were correlated with the preschoolers` mental state terms during the pretend play, and the mothers` and preschoolers` uses of mental state terms during pretend play were related to the preschoolers` mental state terms in hypothetical narratives. Conclusion: Findings from this study highlight that, during the preschool period, a mothers` mental state language might foster her child`s understanding of mental states in himself/herself and in others.