Vol. 11, Special Issue 10 (2022)

Author(s):
Mukta G Sthavarmath, Lata Pujar and Vinutha Muktamath

Abstract:
Social cognition concerns young children's knowledge of themselves, other people and the groups to which they belong. A study was conducted to know the development of social-cognition among urban and rural pre-school children and influence of parent-child relationship on social-cognition among pre-school children. Total sample comprised of 180 pre-school children, 94 children from rural areas and 86 children from urban areas of Dharwad Taluk. Theory of Mind Inventory by Hutchin et al., (2014) was used to assess the social-cognition among children and parent-child relationship was assessed by using Parenting Relationship Questionnaire (PRQ) by Kamphaus and Reynolds (2006). The Questionnaire of Parent-Child Conversations about Emotions (QPCCE) by Nader-Grosbois et al., (2017) also used to measure, the emotion-related conversations between parents and their children. Results revealed that, urban pre-school children had better social-cognition as compared to rural. Children with good relationship with their parent and parent who used supportive strategies during conversation had better social-cognition than children with poor relationship with parents and parents who used non-supportive strategies. A study result indicates the positive involvement, attachment and conversation with children which in-turns development of social-cognition.