Promoting Children’s Theory of Mind Development at School: Training Programs and Contextual Effects
2023–2024 ECP Distinguished Speaker Series
Promoting Children’s Theory of Mind Development at School: Training Programs and Contextual Effects
Thursday, November 2, 2023  |  1:00 PM – 2:30 PM
McGill Education Building, 3700 McTavish, Learning Commons 1st Floor
Recent research into theory of mind (ToM), the ability to understand others' thoughts, desires, and emotions, has extended its focus beyond the preschool years to encompass middle childhood. This expansion into middle childhood provides fresh opportunities for exploring the connections between ToM and children's school life, as well as for raising new questions.
In this talk, I will share the findings from my own research showing that individual differences in children's comprehension of others' minds are intertwined with their social lives at school and academic achievement, particularly in the realm of reading comprehension. Subsequently, I will delve into recent research conducted in my laboratory examining the mechanisms that underpin the positive influence of ToM in educational settings. Additionally, I will examine the role played by various aspects of the school environment, including its structural components, teacher-student interactions, and peer-to-peer relationships, in shaping children's development of ToM. Finally, I will present the outcomes of training studies aimed at promoting children's ToM within the school context.
By addressing these topics, my talk aims to provide an overview of the relationship between ToM and children's school experiences, offering practical insights for enhancing ToM development in educational settings.
Dr. Serena Lecce
Associate Professor at the University of Pavia (Italy)
Serena Lecce is a developmental psychologist working at the department of Brain and Behavioral Sciences, University of Pavia (Italy). Her research focuses on social-cognitive development. His work seeks to understand: (1) why children differ from one another in their ability to reason about others’ minds (or ‘theory of mind’); (2) what consequences variation in this domain has for social and academic adjustment and well-being; and (3) how social experiences at home and at school impact on children's social and cognitive development.
