Theory of mind refers to the capacity to understand and predict individuals' emotions, intentions, causes, desires and beliefs. It develops from birth onwards and covers three main levels: early, basic and advanced. The development of theory of mind is influenced by individual differences, engagement in role-play, siblings, participation in explanatory conversations, bilingualism, speech and language development, and verbal memory. Delayed development of theory of mind often occurs in children with speech and language disorders. Both speech development and the development of theory of mind influence an individual's communication skills and involvement in social situations.
In the empirical part, we utilised a manual of behavioural theory of mind tasks to explore the level of theory of mind abilities in two almost 6-year-old boys. It was found that the boy with no speech-language disorders had better-developed theory of mind abilities than his peer who had speech-language disorders, aligning with existing literature. Both had appropriately developed early-level skills, which typically develop by the age of 3.5. However, differences emerged at the basic and, especially, the advanced level of theory of mind. As a continuation of the research, we conducted a three-week intervention that would help further develop the two boys' theory of mind. We adapted the questions in the manual of behavioural tasks related to theory of mind for 3 fairy tales: Mojca Pokrajculja, O povodnem možu and Debela kosmata laž. The fairytales were selected using the following criteria: suitable content for preschool children, illustrations, the theme of lies or deception, mentioned change of location, length of the story and linguistic complexity. The most important criteria among them were the themes of lies, deception and sudden changes of location as they contain false beliefs, a crucial aspect of theory of mind development. After the fairytale intervention, we re-administered the theory of mind behavioural tasks and found progress in both boys' theory of mind abilities. Our research serves as an example of good practice of incorporating questions that promote theory of mind development into storytelling.
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