ABSTRACT
Chapter 7 explores empiricist, nativist and interactionist perspectives on the development of social understanding and the social competence of 0–3-year-olds and the significance of social experience for children’s understanding of other people and for their learning about the world. It looks at historical perspectives and key theories regarding social development, including intersubjectivity, joint attention, social referencing and how children gain an understanding of other people through developing theory of mind, mindsight and mentalisation. Chapter 7 also considers the significance of social development for other aspects of development and learning, particularly in relation to children’s friendships and the development of empathy.
Chapter 7 then asserts that understanding the gradual development of children’s social understanding in the first three years of life will help educators’ to better facilitate children’s interactions, friendships and positive behaviours, through planning group environments and play opportunities that support social interactions.
