A Comparative Examination of Theory of Mind and Developmental Play Assessment in Children with Visual Impairments and Sighted Children

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Atıf İçin Kopyala

Karakasoglu S., ÖZDEMİR S.

ANKARA UNIVERSITESI EGITIM BILIMLERI FAKULTESI OZEL EGITIM DERGISI-ANKARA UNIVERSITY FACULTY OF EDUCATIONAL SCIENCES JOURNAL OF SPECIAL EDUCATION, cilt.22, sa.3, ss.611-638, 2021 (ESCI)

• Yayın Türü: Makale / Tam Makale
• Cilt numarası: 22 Sayı: 3
• Basım Tarihi: 2021
• Doi Numarası: 10.21565/ozelegitimdergisi.719171
• Dergi Adı: ANKARA UNIVERSITESI EGITIM BILIMLERI FAKULTESI OZEL EGITIM DERGISI-ANKARA UNIVERSITY FACULTY OF EDUCATIONAL SCIENCES JOURNAL OF SPECIAL EDUCATION
• Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), EBSCO Education Source, TR DİZİN (ULAKBİM)
• Sayfa Sayıları: ss.611-638
• Anahtar Kelimeler: Children with visual impairments, developmental play assessment, theory of mind, first-order false-belief understanding, preschool period, YOUNG-CHILDREN, TURKISH CHILDREN, SOCIAL-SKILLS, PRETEND PLAY, BLIND, LANGUAGE, INFANTS, REPRESENTATION, COMMUNICATION, COMPLEXITY
• Hacettepe Üniversitesi Adresli: Evet

Özet

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.