Abstract
Perspective taking is a fundamental skill that helps us to understand others’
thoughts, feelings and perceptions. Past studies have shown that there were
significant relations between young children’s perspective taking abilities and
age, gender, formal schooling and socioeconomic status. The present study was
conducted to investigate the relationship between perspective taking skills and
language development in preschool children. The study sample included 98 three
to five-year-old children (53 girls and 45 boys) attending six kindergartens located
at the city center of Adana, Turkey. Children came from families with similar
demographic characteristics. As data collection instruments, Perspective Taking
Test for Children (PTC) and Peabody Picture-Vocabulary Test were used. Data were
obtained by individual interviews. Firstly, children were presented the PTC. The
next day, Peabody Picture-Vocabulary Test wasapplied to the children. The results
show that there was a significant and positive correlation between perspective
taking skills and language development of the children. These correlations were
high value for the age of three years, moderate for four years old and high for five
years old. It was also determined that language development of children predicted
their perspective taking skills significantly
Meltem Emen, Durmuş Aslan. (2019) The Relationship between Perspective Taking Skills and Language Development in Preschool Children, Journal of Education and Educational Development, Volume 6, 6.1.
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