أثر اللعب التمثيلي في اجتياز مواقف نظرية العقل لطفل الرّوضة

Abstract

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The study aimed to identify the impact of Dramatic play on passing theory of mind situations for preschool children their theory of mind situations through self-projection. An experimental approach was used, and the study population consisted of second-grade children in kindergartens (public and private) affiliated with the Directorate of Education in the city of Tartous. The sample included (42) children, (21) of whom were in the control group and (21) in the experimental group. To achieve the study objectives, role-playing was implemented by projecting the self into the roles of the characters. The tools consisted of the Theory of Mind Tasks Scale, prepared by Henry and David (2004) and Ibrahim Ebrahim (2011).

 The study yielded the following results:

     Statistically significant differences existed between the mean scores of the experimental and control group members in the direct post-test of the Theory of Mind Tasks Scale, in favor of the experimental group. There were also statistically significant differences between the mean scores of the experimental group members in the pre-test and direct post-test of the Theory of Mind Attitudes Scale, in favor of the direct post-test. The results also showed that there were statistically significant differences between the average scores of the experimental group members in the immediate post-test and the delayed post-test of the Theory of Mind Tasks Scale in favor of the delayed post-test.