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<p>Social perspective-taking (SPT) is a foundational skill in early childhood that underpins the development of empathy, cooperative behaviors, and positive peer relationships. This quasi-experimental study tested a 12-week social story training with 60 Chinese children aged 4–5 years. Children were assigned to a training group or a business-as-usual control group. The training was grounded in Flavell’s developmental framework and alternated a focus on cognitive perspective-taking (CPT) and affective perspective-taking (APT). SPT was assessed at pretest, posttest, and a two-month follow-up using a four-story SPT measure with CPT and APT subscales. Analyses showed a significant group-by-time interaction: relative to the control group, the training group achieved substantially larger gains in total SPT, CPT, and APT at posttest. Gains were maintained—and further increased—at follow-up. Findings indicate that structured, developmentally aligned social story training can effectively strengthen preschoolers’ cognitive and affective perspective-taking, with durable effects. The program provides a low-cost, classroom-ready approach for early childhood settings.</p>

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Promoting Cognitive and Affective Perspective-Taking in 4-5-Year-Olds through Social Story Training: A Quasi-Experimental Study

  • 期刊论文

  • 发表日期：

    2026年1月20日

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  • Xueqin Wang,
  • Jie Wang,
  • Liping Qin,
  • Yunpeng Wu,
  • Jianfen Wu

摘要

Social perspective-taking (SPT) is a foundational skill in early childhood that underpins the development of empathy, cooperative behaviors, and positive peer relationships. This quasi-experimental study tested a 12-week social story training with 60 Chinese children aged 4–5 years. Children were assigned to a training group or a business-as-usual control group. The training was grounded in Flavell’s developmental framework and alternated a focus on cognitive perspective-taking (CPT) and affective perspective-taking (APT). SPT was assessed at pretest, posttest, and a two-month follow-up using a four-story SPT measure with CPT and APT subscales. Analyses showed a significant group-by-time interaction: relative to the control group, the training group achieved substantially larger gains in total SPT, CPT, and APT at posttest. Gains were maintained—and further increased—at follow-up. Findings indicate that structured, developmentally aligned social story training can effectively strengthen preschoolers’ cognitive and affective perspective-taking, with durable effects. The program provides a low-cost, classroom-ready approach for early childhood settings.