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, cilt.22, sa.3, ss.611-638, 2021 (ESCI, TRDizin)
- 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
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- 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.