how does theory of mind works for children of 3-4 years old?
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Check out Montessori Education for this. The answer is: it depends. Every child is different. Thats why montessori educations focuses on so-called sensible phases in the life-cylcle of a child.
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I've tried using humor.  I tell the kids that the day I look like an octopus I can help more than one student at a time. Otherwise they have to wait their turn.  The kids catch on eventually.  I heard one of my students say to another "Does she look like an octopus to you?"\nWith 3 and 4 years olds is a different story but it might work.  Why don't you try giving them a number and call them by number to get your help.
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I don't think most parents really understand a lot of what they say they believe anyway. People have a tendency in all walks of life to take a lot of things on word without actually investigating their meaning to any real degree.\n\nThe key thing here is that you should be teaching your kids about religion and theology around about the same time their peers are learning from their parents, simply so that they've been briefed on what to expect. I suspect that would be between the ages of 5 and 10, though certainly no sooner.\n\nOn the other hand, magic is a very good plot device for kids overflowing with imagination, and other supernatural ideas make for neat bedtime stories. As long as it's all light-hearted fun, I'm sure you could fit that stuff in a bit earlier.
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Children in this age range have not yet grasped abstract thoughts.  A problem in a book is not real to them, until they see it in a concrete form.  They will not get 2 + 2 = 4 until they physically count something that shows them how it works.  They can touch and see 2 apples and 2 apples put together to make 4 apples.  Then they can relate it to what is on paper.\n\nSome people learn best in this way throughout their life, but most will later grasp the more abstract thoughts.\n\nSue
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Theory of mind and central coherence in children with autism and...\nTHEORY OF MIND AND CENTRAL COHERENCE IN CHILDREN WITH AUTISM AND CHILDREN WITH PRAGMATIC LANGUAGE IMPAIRMENT. Home. What is Autism?\nhttp://www.autismwa.org.au/theory_of_mind.html \n\n \nFrancesca HappeAutism:\n...and Russell, J. (1997) Counting abilities in autism: possible implications for central coherence theory, Journal of Autism and Developmental...\nhttp://trainland.tripod.com/francesc.htm \n\n \nneurodiversity.com | theory of mind & autism\nTheory of Mind & Autism. See also: Cognitive Psychology Mirror Neurons ... Central semantic and pragmatic aspects of language acquisition\nhttp://www.neurodiversity.com/theory_of_mind.html \n\n \n'Gestalt Perception' in Autism: Superability or Deficit?\n'Gestalt Perception' in Autism: Superability or Deficit? ... While I think Uta Frith's central coherence theory (and in fact, most of her theories)...\nhttp://www.suite101.com/discussion.cfm/17100/86072
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Try this book, "What's Happening to Me?"\nhttp://www.amazon.com/gp/product/customer-reviews/0818403128/ref=cm_cr_dp_pt/103-9489270-5950207?ie=UTF8&n=283155&s=books\n\nI remember this book from when I was young, it was the best!  I learned a lot from this book, and it's very truthful while not being too difficult to understand for younger kids.
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If you teach your child to mind, you can teach him or her any lesson.\n\nYou could picture a child at a desk with the teacher standing above him with a hickory stick!\n\ns
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The formal operational stage occurs in children aged 11 years plus, according to Piaget. I've got a psychology folder on it, email me if you want any details.
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Astrophysics is beyond anyone who has not developed abstract reasoning. This ability rarely develops prior to age 11 or 12, if it develops at all. Preschoolers have problems even understanding what a planet is. If an idea has little to do with their concrete surroundings, it's not likely to sink in. Rather than astrophysics, go back to Piaget yourself, and learn something about child development and the progression of reasoning.
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There's some great ideas here!!http://www.preschooleducation.com/scbeach.shtml\n\nHere are some activities I did with my daycare children that went over well...http://tn.essortment.com/preschoolscienc_rjqi.htm\n\nMagnet play. Buy some cheap magnets. See what you can pick up with them. Talk about why magnets attract things. Play with the magnets. Show your child how they can repel and attract each other. Look for magnets around your house.\n\nExplore the night skies together. Take your child out and star gaze! Look for the constellations. Point out the different phases of the moon. Take a book out from your local library and read about how the constellations got their names. \n\nCloud watch together, too. Note the changes in the weather and the way the clouds change when the weather changes. Look for little black rain clouds. Point out big fluffy cumulus clouds. Have fun. Let your preschooler's imagination soar. What do the clouds look like? The sky's the limit! \n\nBugs, Bugs, Bugs! Take your child on a bug hunt. See how many bugs you can find in your backyard. Discuss why some bugs are insects, and others are not. (Insects have 6 legs, three body sections, feelers, and most likely wings, as well.)\n\nBird watch. What do birds eat? How many different kinds of birds live in your neighborhood? Preschoolers love to play games like "Name that Bird," to show off what they've learned. To play, simply look for birds in your yard, point them out one at a time to your child, and say, "Name that bird!" \n\nGood luck!
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the sooner the better.  of course, they're not going to have the best dextarity when they're younger--but it doesn't hurt to start them out early.  a lot of people think that other eager parents "push" their kids.  this is quite the contrary.  babies/toddlers/small children love to learn, they don't look at it like a chore or a burden.  while they are very young their little minds are like sponges and they pick up more than what you think.  my 3 year old is able to write the alphabet and never once has he complained when i work with him.  you just have to keep in mind their attention spans.  start out with a couple minutes at a time, a couple times a day.  they will think it's fun and it incorporates a good value of education for them.  don't just stop there though with writing; if you have the time and the willingness you can also teach them math and number values.  anyone that says that this is not "good" for you kids, to let them have a "normal childhood" is not taking advantage of this window of time when children are very eager to learn. keep in mind that this is what kids love and "want" to do. if they can pick up little things from watching tv, why not have them pick up facts and figures?  just make things fun and they will literally be begging you to teach them more.
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The best info, to me, come from the french researcher Piaget.  He used is own children to study the development of a child, on many aspect (awareness, feeding, sensitivity, biological).  Here is a website with all the main researcher links. You cannot have a better answer.\nhttp://www2.yk.psu.edu/~mer7/theorists.htm
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Children, ages five to seven years old, have the ability to use language in different contexts or situations.
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Get those cheap paper plates and draw faces on them.  Then put on a skit with puppets or books.  When something happens with a character have the kids hold up the face that shows the emotion of how the character feels.  For example have a puppet character lose a toy, then ask the kids to hold up the face that shows how that character must feel.    \n\nNorman, lighten up, these are pre-schoolers she is asking about.  And actually, the no child left behind act is now placing so much emphasis on reading and math that subjects like science, languages and music are getting left behind.  Yes kids need the basics like reading and math, but they need the other things too to be well-rounded and to make sure that kids who have strengths in different areas all get a chance.  And by the way, I don't think very many schools even teach sex education.
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What are they thinking about...how does their mind work...
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In brief (lol) - As children we give equal importance to al the data we receive.\n\nLearning can be from any sense source, but we are slowly 'taught' to learn exclusively with our ears, and we develop a language, despite the fact that 90% of communication is visual - body language.\n\nJust when the child has got over the fact that it has to learn by audio means, we throw it back into confusion, by introducing a written (visual) code, which has to be learned.\n\nThe majority of children will have a nano-cortex (brain) divided into two halves, and store this info from the central mammalian brain (short-term memory).\n\nSleep allows the brain to refresh these memories, and sort out chemical links so we learn to relate certain things to others, and thus learn.\n\nSome children will have breaks in the chemical chains, or have divided their brain before birth into more sections (dyslexia) so they may find the established methods of acquiring data a little difficult at first.\n\nAt about 11 years, the cranium joints in the protective bones of our skull fuse together, and we free to then go on to develop the inside functions. This results in the development of abstract thought.\n\nIt can be simplified to this\n\n1. Unconsciously unaware don't know, and you don't know it.\n2. Consciously unaware, don't know, but you realise that you don't know.\n3. Unconsciously aware. You do know, but have not realised it.\n4. Consciously aware. You know, and you realise this.\n\nAt the end of your life, the chemical links you have built up over a lifetime start to decay, and you find it harder to recall the bits you haven't used for some time.\n\nSome people like Gardiner, theorised that we learn in spirals, building up on the last information, by revisiting it.\n\nBriggs Mayer identified that we like to learn in one of four preferred styles, or combinations of them, and thus learn best when taught in a style that suits us.\n\nLook at teaching books in the library - pedagogic (children), and androgogic (adults)
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teacherlessonplans.com abcteaching.com With preschool you make the lesson plans short interesting activities. Realize that if you are teaching them to write a letters it is going to take one on one with most of them which means the class gets rowdy. You have to have a backup plan for the ones who finish early. You can plan short stories and asking questions that they can answer (they love to talk and have an opinion). The ability to concentrate four of five minutes is the norm when they work alone. You have to give lots of brain breaks. They like to sing, color, play with puzzles, paint and chatter. Things on the line of mother may I and musical chairs...they like things they can win. Good luck!