期刊名称：Ankara University Faculty of Educational Sciences Journal of Special Education
印刷版ISSN：1304-7639
出版年度：2021
卷号：22
期号：3
页码：611-638
DOI：10.21565/ozelegitimdergisi.719171
语种：Turkish
出版社：Ankara University Faculty of Educational Sciences
摘要：Introduction: This study examined the relationship between developmental play levels and theory of mind in children with visual impairments and sighted children during the preschool period. Method: The study groups consisted of 30 children with visual impairments aged between 48-72 months and 30 age-matched sighted children. Participants in both groups were also matched to each other based on their cognitive and language levels. The design of the study was the comparative correlational design. The children’s play levels were examined through the use of Developmental Play Assessment Tool developed by Lifter (2000) and First-Order False Belief Understanding tasks. Findings: Study results showed that there were significant differences between the developmental play levels of children with visual impairments and sighted children. In addition, there was a significant relationship between children’s first-order false-belief scores and developmental play assessment scores in all study groups. Discussion: Findings from the study are important in understanding the development of vision, play, and theory of mind. Research findings were discussed and suggestions for future research were provided.
关键词：Children with visual impairments; developmental play assessment; theory of mind; first-order false-belief understanding; preschool period
