The Associations Between Peer Relationship,teacher-child Relationship And The Development Of Theory Of Mind For Migrant Preschool Children

This study is to examine the relationship between migrant preschool children's peer relationship,teacher-child relationship and the development of theory of mind.The study selected 230 migrant preschool children as the subjects(124 boys,106 girls,Mean(age)=4.59 months),through the testing of theory of mind task,to understand current development of migrant preschool children's theory of mind,using the method of peer nomination to reveal current status of peer relationship,meanwhile,using the teacher-child relationship scale to reveal current status of teacher-child relationship.Furthermore,by using multivariate variance analysis of SPSS 22.0,this study deeply analyzed the relationship between peer relationship,teacher-child relationship and development of psychology theory of migrant preschool children and its influence mechanism.The main conclusions of the study are as follows:(1)With the increase of age,the theory of mind of migrant preschool children is gradually improved,and the score of theory of mind of girls is higher than boys;(2)Among migrant preschool children,the peer relationship of girls was better than boys,and the score of popular children's theory of mind is higher than rejected children;(3)Among migrant preschool children,the teacher-child relationship of girls was better than boys,the score of theory of mind of the children with intimate teacher-child relationship type is higher than the children with conflicting teacher-child relationship type.