The relationship between theory of mind and counting skills in 48-72 months old children

The aim of this study was to examine the relationship between preschool children's early counting skills and their Theory of Mind (ToM) development. In this study, which was conducted using a quantitative research method, the survey model was adopted. The study sample consisted of 102 children, 48 girls, and 54 boys, aged 48-72 months, attending preschool education in the 2023-2024 academic year. The data were collected using the "Information Form", "Early Numeracy Test (ENT)", "Sally-Mother Task", "Smarties/Bonibon Task", "Chocolate Bar Task" and "Ice Cream Truck Task". The data obtained were analysed using appropriate statistical package programs. Firstly, parametric test conditions were examined, normality of the data was evaluated by Kolmogorov-Smirnov and Shapiro-Wilk tests and the results revealed that the data did not show normal distribution. Therefore, non-parametric tests were used in the analyses. The results of the data analyses showed that children's number skills and ToM development were affected by age groups in different sub-dimensions of both tests. In addition, it was determined that counting skills differed according to parental education level, but parental education level was not effective in ToM development. Finally, positive and significant relationships were found between early counting skills and ToM development. These findings were discussed in the light of the relevant literature and recommendations were developed. The results emphasise the importance of early counting skills and the development of ToM in preschool education and reveal the necessity of interventions in these areas.