From Preschool to Primary School Age: The Development of Social–Cognitive Abilities and Their Association With Internalizing Symptoms and Disorders

Abstract: This study examined the development of theory of mind (ToM), emotion understanding (EU), and social skills from preschool to primary school age, and their associations with internalizing symptoms, depression, and anxiety disorders. A total of 198 children (96 girls) participated at two time points (t1: M age = 5.21; t2: M age = 8.43). Internalizing symptoms and disorders were assessed via parent and teacher reports and diagnostic interviews, ToM and EU through performance tests, and social skills via teacher reports. ToM and EU significantly increased over time. Internalizing symptoms correlated negatively with social skills and positive peer relationships at both t1 and t2 and with EU at t2. Self-oriented social skills and positive peer relationships predicted internalizing symptoms even when other social–cognitive variables were included. Children with depression showed lower ToM at t1 and lower self-oriented social skills at t2 than children with anxiety disorders or no diagnosis. Further research is needed to clarify the mechanisms underlying these associations.