Tricks, lies and mistakes: identifying Theory of Mind concepts within storybooks shared with deaf children

ABSTRACT

Recent years have seen a significant interest in Theory of Mind (ToM), the specific groups in which it may be restricted and the opportunities which might enhance or suppress development. Previous studies have identified gaps in the literature concerning ideas for intervention and strategies which may augment the development of ToM skills. Published work suggests the use of children’s fiction to support understanding of ToM for young children. However, the current body of evidence does not critically appraise the value of picture books in developing the ToM of deaf children or provide analysis of the elements of ToM they may contain. This paper considers the opportunities held in children’s fiction and details analysis based on a developmental perspective of ToM (Westby, C. and Robinson, L., 2014. A developmental perspective for promoting theory of mind. Topics in language disorders, 34 (4), 362–382). The books analysed were chosen by educators of deaf children and researchers in the field. The opportunity for practitioners and parents to see aspects of ToM in readily accessible fiction is considered with a view to exploiting booksharing for ToM discussion.

KEYWORDS:

• Theory of Mind
• booksharing
• social cognition
• emotional recognition
• understanding thoughts

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributor

Helen Chilton is Lecturer in Deaf Education, Manchester Centre for Audiology and Deafness, The University of Manchester, Manchester, UK.