The comparison of 4-5 year old children with hearing loss and typical development in terms of theory of mind and language skills

Theory of mind (ToM) is a social-cognitive construct that helps the individuals to be aware of their own and other individuals' mental states such as desire and belief and acquired at about 4 years old in children with typical development (CTD). Language skills are important in terms of ToM development. The aim of the research is to compare and determine the performance of ToM and language skills of children with hearing loss (CHL) and typical development (CTD) in the age range of 4-5 years, and to determine what variables have an effect on these performances. The study included children aged 4 to 5 years, with no additional handicap except from hearing loss, and using hearing aids or cochlear implants. These children were selected special education in special education and rehabilitation centers in Eskişehir, İzmir, İstanbul, Bursa, Ordu, Konya and Kütahya. CTD who were educated in formal kindergartens located in the province of Tepebaşı in Eskişehir were also included in the research. Test of Early Language Development (TELD) and Theory of Mind Task Battery for Children (ToMTBC) were applied to the children and the Pragmatic Language Skills Inventory (PLSI) was filled by the children's teachers. As a result of the research, it was determined that the age and maternal education level have an effect in the ToM skills of CHL. Language skills, age and maternal education level are found to be the best predictors of ToM in CHL and CTD. CTD are more successful than CHL in mind theory and language skills which overlaps with many research findings in the literature. Presence of predictive effect of age in a such age range is also important in contributing to the accuracy of findings in the literature. Keywords: Children with hearing loss, Children with typical development, Theory of mind, Receptive language, Pragmatic language skills.