This book provides a critical review of research into how children come to understand the social world, an area often known as children’s ''theories of mind''.

• Takes an integrated approach to the development of children’s social understanding


• Brings out the connections between mental state understanding and children’s understanding of language, social skills, morality and emotions.
  Sets research within a historical and theoretical context


• Contributes unique insights and perspectives, particularly in its discussions of Piaget and Vygotsky, and in its Wittgensteinian focus on the role of language.

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