Enhancing Young Children’s Theory of Mind and Emotion Understanding Via Block Building

We develop a visuospatial training and test if simulating another person’s visuospatial experience via block building activities facilitates preschoolers’ representation of others’ mental states. Our findings have implications on the causal relationship between visuospatial, cognitive, and affective perspective-taking as well as on alternative methods to enhance theory-of-mind and emotion understanding.