Theory of mind and peer cooperation in two play contexts

We examined the associations between theory of mind (ToM) and peer cooperation among preschoolers in two play contexts. Fifty-eight 3-to-5-year-old children from middle class suburbs of Brisbane, Australia were tested for ToM and observed in same-age and same-gender dyads for peer cooperation. To measure ToM, we administered the 5-step ToM scale. With an implicit false belief task, children's eye gaze responses to indirect action anticipation prompt were assessed. To measure peer cooperation, we used independent and joint play contexts and coded communicative and coordinated behaviours. Performance on the ToM scale, but not implicit false belief, was associated with peer cooperation in the independent play, but not the joint play context. Dyadic data analysis showed that in the independent play context, ToM played a critical role for cooperation, both as an actor and a partner. These results support recommendations for ToM training in early childhood to support children's cooperative behaviours