Preschoolers' Mind-related Comments During Collaborative Problem-solving: Parental Contributions and Developmental Outcomes

Abstract

Preschool children's mind-related comments were analyzed during collaborative problem-solving interactions with mothers and fathers, and in relation to parental mind-mindedness (MM) and children's concurrent theory of mind (ToM). Seventy-two parents (36 fathers, 36 mothers) and their four-year-olds participated. Parents' comments to encourage independent thinking and children's own mind-related comments were expected to mediate, in serial, the relationship between parental MM and children's ToM. The proposed model of mediation received empirical confirmation. In addition, mothers and fathers were found to perform similarly on two measures of MM and in their usage of autonomy promoting and control comments. Finally, no differences were found in the frequency of children's mind-related comments during interactions with fathers and mothers.