A Comparative Examination of Theory of Mind and Developmental Play Assessment in Children with Visual Impairments and Sighted Children
ANKARA UNIVERSITESI EGITIM BILIMLERI FAKULTESI OZEL EGITIM DERGISI-ANKARA UNIVERSITY FACULTY OF EDUCATIONAL SCIENCES JOURNAL OF SPECIAL EDUCATION, vol.22, no.3, pp.611-638, 2021 (ESCI, TRDizin)
- Publication Type: Article / Article
- Volume: 22 Issue: 3
- Publication Date: 2021
- Doi Number: 10.21565/ozelegitimdergisi.719171
- Journal Name: ANKARA UNIVERSITESI EGITIM BILIMLERI FAKULTESI OZEL EGITIM DERGISI-ANKARA UNIVERSITY FACULTY OF EDUCATIONAL SCIENCES JOURNAL OF SPECIAL EDUCATION
- Journal Indexes: Emerging Sources Citation Index (ESCI), EBSCO Education Source, TR DİZİN (ULAKBİM)
- Page Numbers: pp.611-638
- Keywords: 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
- Open Archive Collection: AVESIS Open Access Collection
- Hacettepe University Affiliated: Yes
Abstract
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.