The theory of mind consists of many intellectual abilities found in young, developing children. Baris Korkmaz’s’ “Theory of Mind and Neurodevelopment Disorders in Childhood” goes in depth to tell about when the theory of mind, or ToM, develops in children, how neurological disorders can affect the progress of ToM, and various tests that gage the level at which one’s ToM may be at. This paper serves as an analysis of Baris Korkmaz’s research on the theory of mind. Theory of Mind and Neurodevelopment Disorders of Childhood Review A human infant develops through many processes such as social interacting, cognitive learning, and physical actions. The Theory of Mind, or ToM, places a significant role is the special ways in which children develop throughout life.
It helps to deal with different situations -such as dominance, conflict, and sharing. It encourages role playing and developed the understanding of rules and their importance. It introduces the team situation and gives children to experience sharing of ideas. While it is healthy and necessary for children to play independently, play presents a unique and formative opportunity for children to engage in social interactions and build relationships with other children and adults. It provides opportunities for children to make friends, to negotiate with others, and to develop their communication skills.
As children are being engaged in conversations, they are developing their verbal communication skill in the social context. They learn how to communicate with other people effectively. The socio-dramatic scripting in the play also contribute in the developing of communication skill as children are participating in the conversation carried out by their role (Gronna, Serna, Kennedy, & Prater, 1999). Metacommunicative skills which occurs when stepping in and out of the play also helps in children’s social learning (Wood, 2013). Children then can develop into effective communicators which allows them to make friends (DET, 2016).
Children need the hands on approach to their world with enough sense of human touch. Children use materials or objects for their pretend play. Through play, children imitate and repeat what they have seen, heard and experienced. They connect together what they have learned and experienced and create some new ideas or games. Thus, a good environment for play with materials or objects and time can give the children more experience to develop their creativity.
THE CONCRETE OPERATIONAL STAGE (7-11 or 12yrs), ;During this time, children gain a better understanding of mental operations. Children begin thinking logically about concrete events but have difficulty understanding abstract or hypothetical concepts. On the other hand, children at this age have difficulty using deductive logic, which involves using a general principle to determine the outcome of a specific event. For example, a child might learn that A=B, and B=C, but might still struggle to understand that A=C. 4.
Preschoolers display emptions and in later years they learn more advanced emotions that people might not be feeling as good as they show externally. They tend to have begun making representations that are different from reality and are more likely to perceive false belief. And that is when misconceptions are made in their mind. Teachers cannot automatically assume that in a particular lesson any preconceptions regarding this lesson will appear. It is necessary to diagnose such concepts and, in the case of misconceptions, to plan a lesson which integrates new information with these concepts.
Throughout this period, children are learning to socialize with adults and other children. They learn by imitating other peoples behavior or actions that is why it 's important to watch what you say and do around a child. As a child, it is harder to get in touch with feelings because at the ages of one and three it can be a little stressful trying to express your feelings to an adult. Toddlers need a caregiver to help them communicate and express themselves in a healthy respectful manner. The relationships that children have with others between the ages of one and three form the basis of their capacity for love and affection later on in life.
By having time for undirected play, children learn how to work collaboratively with peers, to share, to resolve conflicts, and learn how to voice out for themselves as well. When the game is driven by the children themselves, they are given the chance to practice decision-making skills, to discover and engage in the area they feel interested in, and eventually getting independent. On a side note, time for playing offers parents the precious chance to further interact with their children.
The first three stages occur during early childhood and early school age years. The final stage occurs from junior years to the middle of adolescence. The first stage is the sensimotor stage which takes place between birth and two years of age. Little children use their senses and their motion in order to understand their environment thus this step is called sensorimotor stage. Infants use mainly physical actions like sucking, grasping, hitting, watching in order to learn about their surroundings.
Hence, building on their existing knowledge of the world. They may not be able to fully comprehend what they have experienced. However, through observations, listening, exploring and experimenting children learn to think and problem solve. Harlen (2010b) cited that children learn to understand by gathering and using evidences to examine ways of explaining the experiments they conducted. Eventually and unconditionally, they see patterns and begin to make sense of what is happening around them.