Abstract
Undoubtedly, the sociocognitive competencies of children - including Deaf children - are the basis for lifelong formation of social and pragmatic skills. There are no experimental procedures in the Czech Republic that could detect and potentially asses sociocognitive competencies of Deaf children.
Thus, the authors of the paper decided to propose and in practice at the first time verify the instrument, which could test the sociocognitive skills of them. For this purposes, they have adapted the American testing tool Theory of Mind Task Battery (Hutchins, Prelock, 2014).
The paper outlines the aim and design of the research and introduces selected preliminary outputs of testing more than 30 Czech Deaf children, aged 5-10, both Czech Sign Language users and Spoken Czech language users.