The Idea of Theory of Mind in fairy tales The Wizard of Oz, Alice in Wonderland – Book Report/Review Example

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The paper "The Idea of Theory of Mind in fairy tales The Wizard of Oz, Alice in Wonderland" is a great example of a book report on psychology. Abstract The ‘ Theory of Mind’ has been associated for quite some time now with the attempts by psychologists to try and acquire an improved comprehension and interpretation into how children view literature designed specifically for them. Often, parents understand the underlying concept of a theme in a child’ s story far quicker than a child he or she does. This research focuses on how the idea of ‘ Theory of Mind’ plays a part in children’ s interpretations of literary stories such as fairy tales like ‘ The Wizard of Oz’ , ‘ Alice in Wonderland, ’ and many others.

The main point of this research is to show that children develop a sense of others through the stories that they read, becoming highly engaged in many of the literary stories which are expressed by their own recounting of what they have read and mimicking some of the behaviors of the characters. The utilization of ‘ Theory of Mind’ allows psychologists and others to see how well children progress and adapt in their life from their interpretation of children’ s stories.

The research focuses on the sensory experience, the desires, the beliefs, and the knowledge that children gain from the stories of which they might bring into their real-life situations. A Literature Review of ‘ Theory of Mind’ in Children’ s Stories Research Rationale The primary point of this research is to give credence to how ‘ Theory of Mind’ depicts children’ s understanding of the stories that they read. Although it is quite common to see a child mimic action from literature, there is a pondering question to whether or not they are able to decipher between what is a metaphor, what is sarcasm, and what morality lies in some of the literature that they read. Introduction The ‘ Theory of Mind’ has been found to be highly useful in bringing some illumination into how children develop some of the representational ideas that they have through reading children’ s literature.

Through observing children read and then following the period after they have read a form of literature, parents often find that they have learned new ideas about emotions, motivation, desires, and other representational identities through their engagement in reading.    


Donaldson, Margaret. (1978). Children’s Minds. Glasgow: Fontana Publications.

Pelletier, Janette & Astington, Janet. (2004). Action, Consciousness, and Theory of Mind: Children’s Ability to Coordinate Story Characters’ Actions and Thoughts. Early Education & Development, 15.

Peskin, Joan. (1996). Child Development. Society for Research on Child Development, 67, 1735-1751

Taggart, G. & Ridley, K. & Rudd, P. & Benefield, P. (2005). Thinking Skills in the Early Years: A Literature Review. Slough: NFER.

Whiten, C. (1991). Natural Theories of Mind. Oxford: Blackwell & Synergy Publications.

Winner, Ellen. (1988). The Point of Words: Children’s Understanding of Metaphor and Irony. Cambridge: Harvard University Press.

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