La competenza sociale secondo genitori e insegnanti: Il ruolo della teoria della mente

ToM is essential to our everyday social interactions (Hughes & Leekam, 2004). However, the relation between ToM and social competence is still unclear. In this study we address this gap focusing on children aged 4-7 years. Specifically, this study aimed to examine links between: 1) children’s understanding of emotions (EU) and false belief (FB); 2) children’s FB vs. EU and their social competence (as evaluated by both parents and teachers). To these aims 61 Italian children (32 boys) were recruited (mean age = 67.74 months; DS = 10.2) and were administered a verbal task, a non verbal ability task, and a battery of FB and EU tasks. Parents and teachers completed a questionnaire about children’s social competence. Children’s FB and EU were significantly associated one another, however when the effects of age, verbal and non verbal ability were controlled, the correlation fell below the significant level. Parent- and teacher- reports on children’s social competence were unrelated. Both children’s FB and EU were positively related to teachers’ (but not to parents’) ratings of social skills, even when age, verbal and non verbal abilities were taken under control. In addition, FB and EU explain a significant and unique percentage of variance in teachers’ ratings of social skills. Children’s FB and EU seem to reflect distinct aspects of their ToM. However, they show a similar patter of association with children’s social competence. Both cognitive and emotional components of ToM provide a fertile context for children’s developing social competence.