Preschool Children Research Articles

Impact of the severity and extension of dental caries lesions on Turkish preschool children’s oral health-related quality of life: a cross-sectional study

BackgroundDental caries is a prevalent oral disease affecting young children, leading to significant negative impacts on oral health-related quality of life (OHRQoL). This study aims to evaluate the relationship between extension of dental caries lesions and OHRQoL in children aged 3–6 years using the Early Childhood Oral Health Impact Scale (ECOHIS).MethodsThis cross-sectional study involved 300 children aged 3–6 years and their parents or caregivers. Clinical examinations were conducted using the decayed, missing, and filled teeth (dmft) Index, the pufa Index, and the International Caries Detection and Assessment System (ICDAS) II. The ECOHIS was administered through interviews with parents or caregivers to assess the impact of dental caries on OHRQoL. Statistical analyses, including Kruskal-Wallis and binomial logistic regression, were performed to evaluate the relationship between pufa scores and ECOHIS results.ResultsThe findings revealed a significant negative impact of dental caries on OHRQoL (p < 0.05). The mean ECOHIS score was 0.62 ± 0.552, with higher scores observed in children with a pufa Index score > 0 compared to those with a pufa Index score of 0 (p < 0.05). Significant impacts were observed in specific ECOHIS items, such as oral/dental pain (mean score 1.61 ± 1.13), difficulty eating (mean score 1.26 ± 1.26), and trouble sleeping (mean score 0.528 ± 0.942). Parental distress was also notably high, with significant scores in feeling upset (mean score 1.07 ± 1.31) and feeling guilty (mean score 0.929 ± 1.26). Binomial logistic regression analysis showed that a higher pufa score was a significant predictor of increased ECOHIS scores (adjusted OR = 1.929, p = 0.039). The dmft score also significantly predicted higher ECOHIS scores (adjusted OR = 6.597, p = 0.048). Spearman correlation analysis revealed a significant positive correlation between pufa and ECOHIS scores (r = 0.33, p < 0.05).ConclusionsThe study demonstrates that extension of dental caries lesions, particularly when measured by the pufa Index, significantly impacts specific aspects of OHRQoL, including pain, eating difficulties, and sleep disturbances in children, as well as emotional distress in parents. Early detection and management of dental caries are crucial in improving the quality of life for affected individuals. Dental practitioners should prioritize preventive measures and parental education to mitigate the adverse effects of dental caries.

Risk factors for ocular biological parameters in Chinese preschool children: a cohort study from the Beijing whole childhood eye study

Risk factors for ocular biological parameters in Chinese preschool children: a cohort study from the Beijing whole childhood eye study

The policy and practice of establishing healthy eating in preschool children in the Republic of Srpska, Bosnia and Herzegovina: a qualitative study

BackgroundHealthy eating in preschools is a very important but challenging goal that can benefit from an adequate institutional and system approach. Five years ago, the Ministry of Education and Culture in the Republic of Srpska, Bosnia and Herzegovina, adopted a policy for healthy eating in preschools in the form of a rulebook and standards, whose use was not mandatory. The aim of this research was to determine the practices, perceptions, and experiences of preschool personnel related to the implementation of the abovementioned rulebook and standards.MethodsWe applied a qualitative research method and conducted six focus groups: three with teachers (n = 37) and three with managers in preschools (n = 19). The qualitative data were analyzed according to the Framework Method.ResultsWe found that the practice of healthy eating in public preschool settings involves a certain number of facilitators and ongoing challenges. While there are no doubts that the existing rulebook and standards are facilitating efforts in establishing healthy eating in preschools, their implementation has not been an easy-going process, and they have encountered resistance that has appeared at several levels. The participants perceived cookers as resistant and “old-fashioned” in preparing meals, which was found to be a significant challenge that requires education training and ongoing supervision with support. Experiences with limited financial resources and rigid public procurement procedures make it difficult to obtain desired food items. All the participants agreed that long-term commitment is needed to achieve the full implementation of policy recommendations, together with tripartite and convergent education programs for personnel, parents, and children.ConclusionPromoting proper nutrition in preschools requires a holistic approach that addresses both feasibility and attitudes toward policies, continuous education for staff, creative strategies for implementing new eating habits, and overcoming financial challenges. Collaboration with parents and community stakeholders is crucial in creating a supportive environment for healthy eating habits in preschool settings.

Feeding Difficulties among Preschool Children in Udupi: A Cross-Sectional Survey

Abstract Feeding is an important task for young children essential for fostering sensory, motor, and social skills for their overall well-being and functional independence. Globally, feeding problems in typically developing children are reported to range from 17.5% to 49.2%. The aim of this study was to determine the prevalence of feeding difficulties in preschool children in Udupi. Also, the strategies used for children with feeding difficulties were identified. A cross-sectional study design was implemented in preschools of Udupi. The Behavioural Paediatric Feeding Assessment Scale (BPFAS) was administered to caregivers of 217 pre-schoolers of Udupi town to identify the prevalence of feeding difficulties. An open ended question about the strategies employed for feeding their children was also included in the questionnaire. Descriptive statistics were employed to analyse the data. The results showed a high prevalence of feeding difficulties i.e. 47.5% and 55.76% according to the Total Feeding Scores (TFS) and Total Problem Scores (TPS) respectively, based on the BPFAS. Parents used various behavioural and other strategies to feed their children. The findings of the study highlight the high prevalence of feeding issues among pre-schoolers. Thus, it is important to create awareness among caregivers of typically developing children and provide interventions to both the child as well as the caregivers involved in feeding.

Analysis of acute non-pharmaceutical toxic exposures in children: a 5-year retrospective study

ObjectiveThis study aims to systematically analyze the epidemiological characteristics, clinical interventions and outcomes of children with acute non-pharmaceutical toxic exposures.MethodsThis retrospective study included all children with acute non-pharmaceutical toxic exposure admitted to the emergency department of the Capital Institute of Pediatrics between January 1, 2019, and December 31, 2023. Eligible patients were triaged into red, yellow, and green groups according to their severity condition. Clinical information including demographics, exposure details, clinical manifestation, laboratory results, treatments, and outcomes were extracted from electronic medical records. Univariate and multivariate logistic regression analyses were conducted to identify risk factors associated with hospitalization.ResultsOverall, a total of 718 patients with acute non-pharmaceutical toxic exposures was included in this study, infants and toddlers accounting for 57.9%. The male-to-female ratio was 1.16:1. The majority exposure events occurred at home (89.3%) and in urban settings (78.4%). Accidental poisoning was the predominant cause, accounting for 94.7%, and the primary route of exposure was oral (93.6%). Mercury was the most common exposed substance, representing 18.8% of cases, particularly among preschool-aged children (31.7%). Patients triaged to red zone had a higher proportion of clinical manifestation and required more aggressive treatments. Although most patients discharged without treatment (78.4%), 19.1% need emergency observation, and 2.5% required hospitalization. Logistic regression analysis showed that corrosive household products exposure (OR = 42.747, 95% CI[5.041–362.520]), skin and mucosal damage (OR = 37.052, 95% CI[5.339–257.153]), pesticides exposure (OR = 33.322, 95% CI[3.863–287.423]), heavy metals exposure (OR = 31.636, 95% CI[1.471–680.210]), neurological manifestation (OR = 22.656, 95% CI[4.766–107.711]), positive toxicology results (OR = 15.105, 95% CI[6.584–34.656]), industrial products exposure (OR = 10.294, 95% CI[1.144–92.641]), and intentional poisoning (OR = 3.060, 95% CI[1.733–5.405]) associated with hospitalization.ConclusionPediatric patients exposed to some specific toxicants like industrial products and corrosive household products might associated with a higher risk of severe clinical outcomes. Advocating for enhanced safety regulations or educations and public health initiatives to mitigate the incidence of such exposures is still important for protecting children's health.

The Impact of Art-Based Interventions on Emotional Regulation in Chinese Children with Autism: A Drawing Therapy Approach.

The study of effective measures to improve emotional regulation and social responsiveness in children with Autism Spectrum Disorder (ASD) is of significant importance for the adaptation of this group of children. The aim of this research was to evaluate the impact of a 6-month drawing therapy program on preschool-aged children with ASD. It employed a quasi-experimental design with two groups: an experimental group participating in drawing therapy and a control group receiving no intervention. Emotional regulation was assessed using pre-test and post-test measures on the Social Responsiveness Scale (SRS). The results indicated a significant improvement in social responsiveness in the experimental group post-intervention, as evidenced by paired and independent sample t-tests, indicating statistically significant differences between pre- and post-testing scores in the experimental group, as well as between the experimental and control groups. This study concludes that art therapy can significantly enhance the emotional-social responsiveness of children with ASD, highlighting its potential for practical application in therapeutic settings. The findings suggest the necessity of incorporating drawing-based therapeutic strategies into intervention programs for children with ASD, offering meaningful opportunities to enhance their social skills and overall quality of life.

Emotional Reactivity and Behavioral Problems in Preschoolers: The Interplay of Parental Stress, Media-Related Coping, and Child Screen Time

Background/Objectives: Excessive screen time has been linked to poorer developmental outcomes in preschool years, with the impact depending on context. Parents of emotionally reactive children, in particular, may use screens to manage their child’s emotions, especially when experiencing distress themselves. This reliance on screens can hinder the development of self-regulation, leading to behavioral difficulties. Our study aimed to explore how emotional reactivity, parental distress, screen time, and media-related coping interact while contributing to externalizing (behavioral) problems in preschool-aged children. Methods: The study included 754 children (49.1% girls), aged 2–5 years (M = 44.6 months, SD = 13.7). Parents reported children’s emotional reactivity and externalizing problems using the Child Behavior Checklist and provided data on daily screen time and media-related coping behaviors. Bivariate correlations, group comparisons, and structural equation modeling were employed to analyze the data. Results: Children averaged 111.86 min of daily screen time (SD = 83.94), with 35.2% of parents using screens as a coping strategy. Emotional reactivity was the strongest predictor of externalizing problems, while the role of screen time was weak, yet significant. Parental distress was positively associated with child emotional reactivity and screen time. Structural equation modeling showed that child emotional reactivity related to behavioral problems both directly and indirectly via parental distress, media-related coping, and increased screen time. Conclusions: The findings highlight emotional reactivity as a key factor in child behavioral problems, emphasizing the cumulative risks posed by parental distress and screen use. The results suggest interventions promoting healthier screen habits and supporting parental well-being.

Association between insufficient sleep and astigmatism in preschool children

Association between insufficient sleep and astigmatism in preschool children

Prognostic relevance of baseline exercise stress test in RYR2-related CPVT.

Exercise stress test (EST) represents the gold standard for diagnosis of catecholaminergic polymorphic ventricular tachycardia (CPVT). We aimed to determine the relevance of exercise induced VT for the occurrence of LAE at follow-up. In RYR2-related CPVT patients who underwent a baseline EST, we assessed the incidence and severity of ventricular arrhythmias (VA). Data were analysed using logistic regression models and Cox proportional hazards models. The primary outcome was the occurrence of life-threatening arrhythmic event (LAE; composite of sudden cardiac death, aborted cardiac arrest, or hemodynamically non-tolerated VT) at follow-up. In 102 RYR2-related CPVT patients (65 females; median age 16 years, IQR: 11-36 years), exercise-induced VT (bidirectional in 64% of cases) was elicited in 56% patients. VT could not be induced in pre-school children. Lower basal heart rate, early onset VA (within the first step of EST) and heart rate at the first minute of recovery were associated with exercise-induced VT. Cox analyses showed that early onset VA (HR 6.0, 95% CI: 1.3-27.9, P = 0.022) and exercise-induced VT (HR 6.6, 95% CI: 1.5-29.1, P = 0.012) at baseline EST were significantly associated with the occurrence of LAE at follow-up, and remained associated even after correction for symptoms. Early onset VA and exercise-induced VT at baseline EST was associated with LAE at follow-up, allowing to identify a sub-set of patients at higher risk already at diagnosis.

Localization and Psychometrics of the “Good/Bad Touch Questionnaire (GBT)” in Preschool Children: Persian Version

Localization and Psychometrics of the “Good/Bad Touch Questionnaire (GBT)” in Preschool Children: Persian Version

Preschool Children’s Eating Habits and Parental Nutritional Status

Background/Objectives: Poor nutrition in early life represents a relevant public health issue globally. The current study aimed to characterize eating habits among preschoolers and investigate the relationship with parents’ nutritional status. Methods: A secondary analysis of a cross-sectional study carried out at the Child Dentistry Clinics of the Istituto Stomatologico Italiano, Milan, Italy, including 171 patients aged 12–71 months and their parents, was conducted. Demographic data, anthropometric measurements, and information on children’s eating habits were collected. Results: The duration of exclusive breastfeeding was 5.9 (±6.8) months in 65% of children, and complementary feeding began at a mean (±SD) of 6.2 (±1.7) months in accordance with present recommendations. In contrast, the consumption of fruit juice 3.2 (±2.9) times/week, a protein intake of 3.0 (±0.6) g/kg, and a sugar intake of 20 (±8)% were over guideline limits. Overweight/obese children were introduced to cow’s milk earlier (p = 0.033) and consumed a higher percentage of total fats (p = 0.026) whilst consuming a lower percentage of carbohydrates (p = 0.050). In terms of children with both parents being obese or overweight, they consumed more carbohydrates (p = 0.048). Finally, we found that birth weight correlated positively with maternal BMI (ρ = 0.159; p &lt; 0.05). The number of offspring correlated positively with the weekly frequency of sugar-sweetened beverage consumption before 24 months (ρ = 0.282; p &lt; 0.001) whilst correlating negatively with the age of cow’s milk introduction (ρ = −0.226; p &lt; 0.01). Conclusions: Our findings, according to recommendations, suggest that the prevention of obesity needs to begin in infancy. As parents play a pivotal role in establishing children’s food choices, nutritional education aimed at families is needed.

Emotional competence and problem behavior of left-behind preschool children—the roles of self-regulation and authoritative grandparenting styles

IntroductionWhen parents migrate to other cities for work, their children who are left behind show a high prevalence of behavioral problems, which affect social function. Although previous studies have found that emotional competence significantly predicts problem behavior, little is known about the mechanism(s) through which self-regulation and authoritative grandparenting styles affect emotional competence and problem behavior. This study examined the associations between emotional competence and problem behavior of preschoolers and the mediating role of self-regulation and the moderating role of authoritative grandparenting styles.MethodsParticipants included 449 left-behind preschool children (46.3% girls, mean age = 53.65 months). Grandparents reported their parenting styles with children and teachers reported children’s problem behavior. Children’s emotional competence and self-regulation were completed one-on-one by trained research assistants, following a standard protocol.ResultsThe results revealed that children’s emotional competence is negatively related to problem behavior. Self-regulation partially mediates the effects of emotional competence on problem behavior. Authoritative grandparenting styles moderated the relationship between emotional competence and problem behavior in children, but not the relationship between self-regulation and problem behavior. Significantly, authoritative grandparenting styles enhanced the promoting effect of emotional competence and reduced children’s problem behavior.DiscussionOur findings underscore the importance of intrinsic elements of child self-regulation, as well as adopting more authoritative parenting behaviors in their daily interaction with children, on developing stronger emotional competence and reducing problem behavior in preschoolers.

Is Confidence in Mathematics Pedagogy Enough? Exploring Early Childhood Teachers’ Mathematics Beliefs and Confidence

Abstract A multicentre cross-sectional study of early childhood teachers (ECTs) from one large Australian not-for-profit early childhood organisation in preschool (3–5 years) classrooms, was conducted. This study was part of a quasi-experimental online Mathematics Professional Learning Program intervention aimed at developing ECTs’ mathematical pedagogical content knowledge; we report on ECTs’ (n = 325) pre-program survey scores, investigating their beliefs and confidence around mathematical pedagogy and their beliefs of preschoolers’ mathematical abilities. Scores were high, especially for confidence in pedagogical knowledge and pedagogical ability in helping children learn mathematics, and several survey constructs were significantly inter-related. However, more than half of the ECTs did not agree that most children enter preschool with some mathematics abilities, and confidence in their own mathematical abilities in areas of numeracy and spatial awareness varied. Mathematics focussed Environmental Rating Scale, Early Childhood Environment Rating Scale—Extension (ECERS-E) and Sustained Shared Thinking and Emotional Wellbeing (SSTEW) scale, item scores were evaluated for a representative subgroup of ECTs (n = 102) and overall showed minimal (3 out of 7) quality learning environments. Mathematical beliefs and confidence had a weak association with mathematics focused ECERS-E scores and no association with SSTEW scores. The results show that while beliefs and confidence were high, they did not predict the quality of the preschool learning environment. ECTs may be unaware of the specific mathematical content knowledge and pedagogical content knowledge required to effectively teach mathematics to preschool children and develop children’s complex mathematical thinking. Implications for professional learning are discussed.

Psychological Impact of Disaster and Migration on Preschool Children Following the 2023 Turkey Earthquakes

Psychological Impact of Disaster and Migration on Preschool Children Following the 2023 Turkey Earthquakes

Effect of social skills in cooperative learning on preschoolers' achievement in English language activities in Tharaka Nithi County, Kenya

The study investigated the effect of social skills in cooperative learning on preschoolers’ achievement in English language activities in Tharaka Nithi County, Kenya. The study was anchored on Constructivism theory. Utilising a quasi-experimental research design with a non-equivalent control group pre-test and post-test design, the study collected data through questionnaires for teachers and observation of preschool children. The target population for the study was 411 public preschool headteachers, 508 teachers and 24000 preschoolers. From the preschools, 24 headteachers and 110 preschool teachers were sampled using purposive sampling. The researcher sampled 462 PP2 learners from all preschools. The researcher pre-tested instruments in five preschools, which were excluded from the final sample. Research instruments were developed under guidance from the University of Nairobi's Department of Educational, Communication, Technology and Pedagogical Studies to ensure validity. Reliability was assessed using the test-retest method and Cronbach's Alpha, and a reliability coefficient of 0, 72 was obtained. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were examined using a thematic approach. Key findings include the positive impact of learning components such as the social skills of an individual. The study concludes that the cooperative learning approach, encompassing social skills, positively affects pre-primary schoolchildren’s achievement in English language activities. The government, the Ministry of Education, and curriculum developers should develop a curriculum design that will focus on cooperative learning strategies and integrate social skill-building exercises. A longitudinal Study on the Long-Term Impact of Cooperative Learning should be designed to investigate the long-term effect of cooperative learning approaches on the English language.

A Comparative Study to Assess the Nutritional Status of Preschool Childern in Selected Rural and Urban Areas, Of Fatehgarh Sahib, Punjab

ABSTRACTMalnutrition is like an iceberg, most people in the developing countries live under the burden of malnutrition. Pregnant women, nursing mother and children are particularly vulnerable to the effects of malnutrition. Malnutrition is widely prevalent among weaned infants and preschool children. The aim of the present study is to assess the nutritional status of urban and ruralpreschool children.OBJECTIVES (1) To Assess the nutritional status of rural area preschool children. (2) To assess the nutritional status of urban area preschool children. (3) To compare nutritional status among rural and urban area preschool children. (4) To determine associations between nutritional status of rural and urban preschool children with selected socio demographic variables. (5) To develop pamphlet regarding recommended daily allowance for preschool children. DESIGN: Non experimental comparative design was selected for the study. APPROACH: A descriptive survey approach was used. SUBJECTS: The participants were 120 preschool children, 60 from saunti (rural) and 60 from gobindgarh (urban), Punjab. METHOD: A purposive sampling technique was used to select the sample for study. DATA COLLECTION TOOL: An interview schedule and observation check list was used to collect data from the subjects. DATAANALYSIS: The obtained data was analysed using descriptive and inferential statistics and interpreted in terms of objectives and hypothesis of the study. The level of significance was set 0.05 levels. RESULTS:The researcher found the rural preschool children nutritional status 66.7% (40) had moderate nutritional status and 33.3% (20) had adequate nutritional status. Regarding urban preschool children nutritional status, 30.0% (18) had moderate nutritional status, and 70.0% (42) had adequate nutritional status. CONCLUSION: From the analysis report the researcher concluded that there is significant difference between nutritional status of urban and rural preschool children and distributed pamphlet regarding RDA to mothers of preschool children with a view to improve the nutritional status.

Okul Öncesi Eğitimde COVID-19 Pandemisi Sürecinde Teknoloji Kullanımının İncelenmesi

The aim of this study is to investigate the use of technology in preschool education during the COVID-19 pandemic. During the COVID-19 pandemic, the whole world has experienced similar effects and reactions. In this process, measures and restrictions have been introduced not only medical, but also social, spiritual, physical, educational, economic and other areas that cause people to be affected. Closure of country borders worldwide, travel restriction, social distance and isolation at home, ventilation of enclosed areas, attention to personal hygiene, wearing of medical masks among the community, suspension of formal education in all educational institutions; transition to distance education, closure of all areas where humanitarian and social activities are carried out, working from home (online), tried to prevent the spread of the epidemic. Dec. while people over the age of 65 and under the age of 20 are prohibited from going out, it has been suggested that people at the middle age level should respect social isolation and the slogans there is life at home and life fits at home, unless they are forced to. However, various vaccines have been developed and applied by some countries in order to prevent the COVID-19 virus.The COVID-19 pandemic has also made it mandatory for children to stay at home in accordance with the restriction and precautionary measures taken. Schools have been closed after the World Health Organization's pandemic announcement. Then, considering that it is the only remedy, distance education was decided. During this period, families have observed some changes in their children. In addition to the daily life routines of the children, stagnation prevailed in the spiritual field and other areas of development. At the very beginning, the sedentary lifestyle came to the fore. During the process, children who have been away from the movement have been exposed to various problems due to the fact that formal education is also online. In particular, children in preschool who have poor self-care and daily life skills and are physically and psychologically greatly affected by the pandemic process received distance education for a while and then face-to-face education in accordance with the main measures. Preschool teachers, who have never experienced this process and have never encountered unexpected results, have experienced great problems in distance education because children's attention span is short, just like classroom teachers. Key Words: Coronavirus, Pandemic, Preschool Education, Technology

Factorial structure, measurement invariance and reliability of the Emotion Regulation Checklist (ERC) in a sample of Portuguese parents

Emotion regulation is important for socioemotional and mental health development, with lifelong implications. The Emotion Regulation Checklist (ERC; Shields &amp; Cicchetti, 1997) is a widely used tool to assess emotional regulation and dysregulation in children. Despite wide use and translate into several languages, inconsistent findings have been found in its factorial structure across studies. This study addresses this gap by examining the factorial structure, reliability, and measurement invariance of the ERC in a Portuguese sample. A sample of 789 parents (mostly mothers, 90.9%) with children between 3 to 12 years old (49.3% preschoolers and 50.7% School-age) completed the scale. Confirmatory Factor Analysis (CFA) revealed that the original two-factor model (Emotion Regulation and Lability/Negativity) reached an acceptable fit, however three items had to be removed, and two item residuals correlated. Full invariance was achieved regarding boys and girls. While, regarding age, only configural invariance was achieved, meaning that, different loadings should be expected between preschool and school-age children. Considering the final model the Cronbach’s alphas (α) was .66 for Emotion Regulation and .80 for Lability/Negativity. These findings provide some support for the use of the Portuguese parents’ version of the ERC with preschool and school-age children.

Efficacy of Educational Intervention on Parental Expertise Regarding Prevention of Hypovitaminosis of Retinol (Vitamin A) and Vision Impairment Among Mothers of Preschool Children

ABSTRACT Background: Vitamin A deficiency (VAD) is a leading cause of childhood blindness in developing countries, contributing significantly to morbidity and mortality from common early-life illnesses, even at sub-clinical levels. The need for effective interventions to address VAD is critical, especially in communities where awareness is low. Objective: This study aimed to assess the impact of a community-based educational intervention on improving maternal knowledge about vitamin A and its role in preventing childhood blindness and related health issues. Methods: The study was conducted in Choolai, Chennai, during March and April 2024, over four weeks. A total of 100 mothers of preschool children were enrolled, with equal numbers assigned to an experimental group (receiving community-based educational intervention) and a control group (receiving standard treatment). Data was collected using a semi-structured questionnaire and the PRASHAT vision disability checklist. Statistical analysis was performed using SPSS version 22. Results: The pre-test scores for both groups were similar. However, post-intervention, the experimental group showed a significant improvement in knowledge, with coherence scores increasing from 13.90 to 23.54, compared to minimal improvements in the control group. Demographic factors, such as age, education, and occupation, were significantly correlated with the improvement in the experimental group. Conclusion: The study demonstrated that community-based educational interventions significantly enhance maternal knowledge about vitamin A, thereby reducing the risk of vitamin A deficiency and improving vision health among preschool children. These findings highlight the importance of such interventions in preventing hypervitaminosis and promoting optimal child health.

Gender differences in the relationship between story comprehension and theory of mind skills in Kindergarten children in Saudi Arabia

Background statement Studies show that there is a relationship between theory of mind and story comprehension skills. However, it is also seen that there is a need for correlational studies that examine story comprehension skills according to theory of mind sub-skills. Aims This study aimed to examine the relationship between preschool children’s theory of mind and story comprehension skills. In addition, it was investigated whether there were differences in story comprehension and theory of mind scores of children according to the gender variable. Methods The study group consisted of 140 children (71 girls, 69 boys), from four kindergartens, in Rafha, Saudi Arabia, during the fall semester of the 2024 academic year. The study group was selected using the convenience sampling method, a nonrandom sampling method. Results Significant differences were found in favor of girls in the story comprehension scores and Theory of Mind Skills of the children included in the study. Conclusion According to the results of the research, there is a positive moderate relationship between story comprehension scores and theory of mind scale scores.