ABSTRACT
In this ®nal section, I want to recapitulate some of the insights about children's development as social persons that arise from the work that I have looked at so far. I have discussed some of the literature on children as social persons in a range of social settings which seem to be associated with better development or more problematic development. I have used Bronfenbrenner's model to illustrate how development is affected by, and affects, microsystems, mesosystems, exosystems, and macrosystems; and especially the importance of proximal processes of interaction experienced day after day over long periods of time.
