The Effect of Theory of Mind Training on Emotional Regulation in Children Aged 4 to 6: A Quasi-Experimental Study_Vol. 2 No. 3 (JHET 2025)_Journal of Higher Education Teaching (ISSN: 3005-5776)

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The Effect of Theory of Mind Training on Emotional Regulation in Children Aged 4 to 6: A Quasi-Experimental Study

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DOI: https://doi.org/10.62517/jhet.202515354

Author(s)

Li Xiaotong

Affiliation(s)

School of Educational and Psychological Sciences, Sichuan University of Science & Engineering, Zigong, Sichuan, China

Abstract

Emotional regulation is a fundamental component of preschool children's social adjustment and mental well-being. Theory of mind is considered a key cognitive mechanism underpinning the development of emotional competence. This study employed a quasi-experimental design to examine the effects of ToM training on emotional regulation in children aged 4 to 6. A total of 75 children from two kindergartens in a city in Sichuan Province, China, were randomly assigned to either the experimental group (n = 38) or the control group (n = 37). the experimental group received an 8-week ToM training intervention (30 minutes per session, twice a week), while the control group received no intervention. the training program focused on emotional recognition, understanding, and regulation, and utilized methods such as situational storytelling, role-play, and interactive games. Emotional regulation was assessed using the Chinese version of the Emotional Intelligence Scale (EIS), and repeated measures ANOVA was conducted to evaluate intervention effects. Results indicated that the experimental group showed significant improvements in emotional understanding (F = 11.192, p =. 001, η² =. 167) and overall emotional regulation (F = 8.428, p =. 005, η² =. 131). Although positive trends were observed in emotional perception, regulation, and expression, these changes were not statistically significant. These findings suggest that ToM training can effectively enhance preschool children's emotional understanding and overall emotional regulation. Further research is recommended to refine the intervention design for a more comprehensive improvement in emotional competence among young children.

Keywords

Theory of Mind; Emotional Regulation; Preschool Children; Quasi-Experimental Study

References

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