Two Separate Assignments With Analysis On Theory Of Mind

Two separate assignments with analysis on theory of mind and self-regulation in children

This is 2 separate assignments. Please do not combine them:

1. Watch the following short film, theory of mind.mov (transcript), which demonstrates the theory of mind using a juice box experiment. At around four years of age, a fundamental change occurs in children’s understanding of others’ behaviors, also called theory of mind. Using your knowledge from our readings, watch the video to determine which stage both Jacob and Patrick are currently in respectively. Discuss both Jacob’s and Patrick's reaction to the "mean monkey." What stage would Erickson say each child is in? How do these different stages influence their values and attitudes? Do you think it is possible for a child over the age of three to have trouble understanding that his or her beliefs can be false? Explain your reasoning. Must be at least 250 words. Link-
2. Regardless of a child’s unique qualities, one thing remains the same; to improve learning and behavior, children must develop strong self-regulation skills. Read the article from the National Association for the Education of Young Children (NAEYC), “Developing Young Children’s Self-Regulation Through Everyday Experiences.” The marshmallow experiment is a famous test conducted by Walter Mischel at Stanford University and discussed by Daniel Goleman. In the 1960s, a group of four-year-olds were given a marshmallow and promised another only if they could wait 20 minutes before eating the first one. Some children could wait and others could not. The researchers then followed the progress of each child into adolescence, demonstrating that those with the ability to wait were better adjusted, more dependable (determined via surveys of parents and teachers), and scored an average of 210 points higher on the Scholastic Aptitude Test. Read the American Psychological Association (APA) article, "Delaying Gratification." Reflect on the information in the NAEYC article, the APA article, and your text, and explain how toddlers with better self-regulation skills are less likely to demonstrate behavior problems in preschool. Explain why these self-regulation skills are important, and how you will promote their development. Share an example of your own self-regulation skills that you can model for others. Your initial post should be at least 250 words in length. Link-

Paper For Above instruction

Assignment 1: Understanding Theory of Mind and Developmental Stages in Children

The first assignment requires analyzing a short film demonstrating children’s theory of mind through a juice box experiment. Children typically undergo a significant development around the age of four, marking a change in their understanding of others’ mental states and behaviors, a concept known as theory of mind (Wimmer & Perner, 1983). Based on the video, we can assess that Jacob and Patrick are likely in different stages of this developmental process, which can be aligned with Piaget’s stages of cognitive development and Erikson’s psychosocial stages.

Jacob’s reactions to the "mean monkey" suggest he is still in an early stage of theory of mind development, possibly the preoperational stage (Piaget, 1952). Children at this stage often demonstrate egocentric thinking and have difficulty understanding that others can hold beliefs different from their own. Jacob might interpret the "mean monkey" behavior as personal, reflecting a limited understanding of others' perspectives. Patrick, on the other hand, appears to comprehend the intentionality behind the "mean monkey’s" actions, indicating a more advanced stage, possibly the concrete operational stage where children understand that others have different thoughts and intentions.

In Erickson’s psychosocial theory, Jacob might be in the "Autonomy vs. Shame and Doubt" stage (Erickson, 1963), where children are developing independence but may still struggle with understanding others’ intentions fully. Patrick could be progressing toward "Initiative vs. Guilt," showing more confidence in understanding social dynamics.

The different stages influence their values and attitudes significantly. A child in the earlier stage may value personal fairness and immediate reactions, while a child in the more advanced stage might develop empathy and understanding of social contexts. It is conceivable that, over the age of three, some children still struggle with understanding that others’ beliefs and perceptions can be false or differ from their own due to cognitive or social delays (Carlson & Moses, 2001). Nonetheless, most children attain a basic understanding of false beliefs by age four, but variability exists depending on individual development.

Assignment 2: The Importance of Self-Regulation and Strategies to Foster It

The second assignment focuses on the development of self-regulation skills in young children, an essential factor influencing their ability to learn and behave appropriately. The famous marshmallow experiment conducted by Walter Mischel (1960s) demonstrated that children’s capacity to delay gratification predicts various positive outcomes in later life, including academic success, social competence, and emotional stability (Mischel et al., 1989). Children with better self-regulation tend to demonstrate fewer behavior problems in preschool, as they can control impulses, wait their turn, and manage emotions effectively (Blair & Diamond, 2008).

Developing self-regulation in children is critical because it underpins their ability to interact socially, follow routines, and adapt to new situations. To promote self-regulation, adults can incorporate activities that foster patience, emotional awareness, and executive functioning into daily routines. For example, setting consistent routines, providing opportunities for children to practice waiting, and modeling appropriate emotional responses are effective strategies (NAEYC, 2011).

An example of my own self-regulation involves practicing mindfulness and deep breathing techniques during stressful moments, which helps me remain calm and focused. By modeling these skills in my interactions with children and colleagues, I can demonstrate the importance of self-control and emotional regulation, encouraging children to develop these skills themselves.

References

• Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20(3), 899–911.
• Carlson, S. M., & Moses, L. J. (2001). The development of perspective-taking and false-belief understanding. In W. Damon & C. Lerner (Eds.), Handbook of child psychology: Vol. 2. Child psychology in practice (6th ed., pp. 119–163). Wiley.
• Erickson, E. H. (1963). Childhood and society. Norton.
• Mischel, W., Shoda, Y., & Rodriguez, M. L. (1989). Delay of gratification in children. Science, 244(4907), 933-938.
• Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
• Wimmer, H., & Perner, J. (1983). Beliefs about intentions and beliefs about reality: Explaining children’s delay of gratification. Child Development, 54(1), 129–139.
• National Association for the Education of Young Children (NAEYC). (2011). Developing young children’s self-regulation through everyday experiences.
• American Psychological Association. (2012). Delaying gratification: Long-term effects of self-control. APA Publications.
• Goleman, D. (1995). Emotional intelligence. Bantam Books.
• Gopnik, A., Meltzoff, A. N., & Kuhl, P. (1999). The scientist in the crib: Minds, brains, and how children learn. William Morrow.