Children in ethnically diverse classrooms and those with cross-ethnic friendships excel at understanding others' minds.
Child Dev
; 2024 Mar 01.
Article
em En
| MEDLINE
| ID: mdl-38429980
ABSTRACT
This study examined the link between classroom ethnic diversity, cross-ethnic friendships, and children's theory of mind. In total, 730 children in the United Kingdom (54.7% girls, 51.5% White) aged 8 to 13 years completed measures of theory of mind in 2019/2020. Controlling for verbal ability, executive function, peer social preference, and teacher-reported demographic characteristics, greater classroom ethnic diversity provided opportunities for cross-ethnic friendships, and children with cross-ethnic friendships performed better than peers without cross-ethnic friendships on theory of mind. These results extend accounts of intergroup contact by using direct assessments of children's theory of mind and advance social accounts of theory of mind by demonstrating how experiences outside the family are linked with theory of mind.
Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
Idioma:
En
Revista:
Child Dev
Ano de publicação:
2024
Tipo de documento:
Article
País de afiliação:
Reino Unido