ABSTRACT

This chapter examines how the neural, cognitive, psychological, and social changes of middle childhood and adolescence shape the ongoing development of theory of mind and how theory of mind, in turn, helps children to navigate life during this period of development. It describes multiple perspectives on theory of mind in middle childhood and adolescence. In addition to ongoing research on the role of family life in children’s development in theory of mind, extending research into middle childhood and adolescence provides exciting possibilities to examine peer and teacher influences on children’s mindreading and the consequences of mindreading for children’s social and academic success. Middle childhood and adolescence are associated with several key social milestones including the transition to school, a growing reliance on peers, and the gradual transition to the workplace.