De relatie tussen taalontwikkeling, Theory of Mind en externaliserend gedrag bij kinderen van 3-5 jaar

Abstract

Externalizing behavioral problems represent the most common form of mental health problems in children. The aim of this study was to examine whether Theory of Mind mediates the influence of language ability on externalizing behavior in preschool-aged children. Two measurement instruments were administered to 61 Dutch children, the Peabody Picture Vocabulary Test-III-NL and the Theory of Mind Battery. Parents completed the Strengths and Difficulties Questionnaire to measure children's externalizing behavior. The results showed that there is no significant relationship between language proficiency and externalizing behavior. A significant association was found between language proficiency and Theory of Mind, and between Theory of Mind and externalizing behavior. Future research on these constructs, taking into account multiple informants to measure externalizing behavior and taking into account a slow effect of language proficiency on children's behavior, should determine whether there is no relationship between language ability and externalizing behavior in preschool-aged children. Furthermore, follow-up research could determine the causative underlying factors underlying externalizing behavior, since externalizing behavior problems could be a precursor to long-term antisocial behavior and mental health problems. Keywords: