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".
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- Takes an integrated approach to the development of children’s social understanding
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- 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
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- Contributes unique insights and perspectives, particularly in its discussions of Piaget and Vygotsky, and in its Wittgensteinian focus on the role of language.
