Theory of Mind (ToM), defined as children's understanding of their own and others' minds, is a foundational social cognitive skill. Research showed the important role of adults' conversations during book sharing, focusing on mental states, for ToM development. Additionally, children's mental-state talk is rarely studied. The current study focused on several children's discourse characteristics: mental-state terms, references to false beliefs, questions, reactions and initiations, between a small group and their preschool teacher during different contexts of book sharing at preschool: (1) Storybook reading; (2) Storybook reconstruction, when teachers reconstructed the story with the children based on a wordless version of the same book; (3) Storybook telling of a wordless book based only on illustrations. In all three conditions the teachers received the book and read/looked through it prior to the interactions with the children. Our findings showed that children's discourse characteristics appeared more during telling than reconstruction and reading, and more during reconstruction than during reading. Our discussion highlights the particular contribution of wordless book contexts, without sticking to text, for enhancing children's mental-state references and their active participation in discussions on books with preschool teachers and peers.

心智理论 (ToM)，定义为儿童对自己和他人心智的理解，是一种基本的社会认知技能。研究表明，成人在图书分享过程中的对话（侧重于心理状态）对于 ToM 发展的重要作用。此外，很少研究儿童的心理状态谈话。目前的研究集中在几个儿童的话语特征上：心理状态术语、对错误信念的引用、问题、反应和启蒙，在幼儿园不同的书籍共享环境中，小组和他们的学前教师之间：（1）故事书阅读；(2) 故事书重构，教师根据同一本书的无字版本，与孩子一起重构故事；(3) 仅凭插图讲述无字书的故事书。在所有三种情况下，教师收到这本书并在与孩子们互动之前阅读/浏览它。我们的研究结果表明，儿童的话语特征在讲述过程中比在重构和阅读过程中出现的多，在重构过程中比在阅读过程中出现的多。我们的讨论强调了无字书本上下文的特殊贡献，不拘泥于文本，对于增强儿童的心理参考以及他们积极参与与学前教师和同龄人讨论书籍的特殊贡献。