84 KB585 KB83 KB199220252012Skubic, Nušaštevilka:1letnik:21str. 51-66ISSN:1318-1874COBISSID:50515298URN:URN:NBN:SI:doc-L52XTTYEslDruštvo psihologov SlovenijePsihološka obzorja (Ljubljana)childchildrenindividual differencesmedosebne razlikeotrocisocial competencesocial relationssocialna kompetentnostsocialni odnositeorija umatheory of mindPovezanost teorije uma s socialnimi odnosi in otrokovo socialno kompetentnostjo|The article reviews and evaluates the findings from the research in the field of theory of mind; how the theory of mind is connected to social relationships and how a child's social competence reflects his/hers theory of mind. It points to those factors that contribute most to considerable individual differences among children when developing a theory of mind and it stresses out the reciprocity of effects between child's social understanding and social relations with others. Positive factors for developing a theory of mind are first of all child's early quality experiences about mental states which predict a child's performance on the false belief test later on. Social-economic status, parental behavior and talk (for example appropriate use of mental states and appropriate disciplining of a child) and presence of sibling of appropriate age (usually older one) with whom a child develops a quality relationship are most important family factors for theory of mind development. The role of peers is most important factor outside the family, emphasized by studies. In accordance with these factors a child develops more or less successfully his/hers social understanding which plays an important part in his/hers daily life. Children with well developed theory of mind can use it in a pro-social way, or it can serve proactive or reactive aggression when children use their understanding of others as a way of manipulating and bullying, especially inside their peer group. Poorly developed theory of mind can prove to be a risk factor especially in a bad family situation, while a well developed theory of mind can play a protective role in child's development. The article points out some of the deficiencies of reviewed studies and proposes options for more complex future research of child's theory of mindPrispevek predstavlja pregled in evalvacijo ugotovitev raziskovalcev s področja teorije uma v povezavi s socialnimi odnosi in na drugi strani v povezavi z otrokovo socialno kompetentnostjo, ki je odraz njegove teorije uma. Prikazuje, kateri so tisti dejavniki, ki največ prispevajo k individualnim razlikam v razvitosti teorije uma med otroki in poudarja dvosmernost učinkov med otrokovim socialnim razumevanjem in socialnimi odnosi z drugimi. Pozitivni dejavniki za razvoj otrokove teorije uma so v prvi vrsti otrokove zgodnje kakovostne izkušnje o mentalnih stanjih, ki dobro napovedujejo njegov poznejši dosežek pri preizkusu razumevanja napačnih prepričanj. Od družinskih dejavnikov so za razvoj otrokove teorije uma pomembni predvsem socialno-ekonomski položaj družine, vedenje in govor staršev (npr. ustrezna raba izrazov za opisovanje mentalnih stanj in ustrezni načini discipliniranja otroka) in prisotnost ustrezno starega (ponavadi starejšega) sorojenca, s katerim ima otrok kakovosten odnos, medtem ko raziskovalci izmed dejavnikov, ki niso vezani na družinsko okolje, najbolj poudarjajo pomen vrstnikov za otrokovo teorijo uma. Skladno s temi dejavniki se pri otroku bolj ali manj uspešno razvija njegovo socialno razumevanje, ki igra pomembno vlogo v njegovem vsakdanjem življenju. Tako otroci z dobro razvito teorijo uma to lahko uporabljajo na prosocialen način, lahko pa ta služi tudi proaktivni oziroma posredni obliki agresivnosti, ko otroci svoje razumevanje drugih uporabljajo za različne oblike manipulacij oz. nasilništva, posebej v vrstniški skupini. Nizko razvita teorija uma je dejavnik tveganja predvsem v primeru neugodnih družinskih razmer, medtem ko ima dobro razvita teorija uma v takih razmerah za otrokov razvoj lahko zaščitno vlogo. Prispevek opozarja na nekatere metodološke in strukturne pomanjkljivosti pregledanih študij ter predlaga usmeritve za možnosti celovitejšega raziskovanja otrokove teorije uma v prihodnjeTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaDruštvo psihologov Slovenije