Constructing an understanding of mind: The development of children's social understanding within social interaction

Theories of children's developing understanding of mind tend to emphasize either individualistic processes of theory formation, maturation, or introspection, or the process of enculturation. However, such theories must be able to account for the accumulating evidence of the role of social inter...

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Bibliographic Details
Published in:The Behavioral and brain sciences 2004-02, Vol.27 (1), p.79-96
Main Authors: Carpendale, Jeremy I. M., Lewis, Charlie
Format: Article
Language:English
Subjects:
Child
Child Development
Child, Preschool
Children
Children & youth
Cognition
Humans
Interpersonal Relations
Knowledge
language
Piaget
Psychological Theory
Social Behavior
Social interaction
theories of mind
Theory formation
Vygotsky
Wittgenstein
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Summary:Theories of children's developing understanding of mind tend to emphasize either individualistic processes of theory formation, maturation, or introspection, or the process of enculturation. However, such theories must be able to account for the accumulating evidence of the role of social interaction in the development of social understanding. We propose an alternative account, according to which the development of children's social understanding occurs within triadic interaction involving the child's experience of the world as well as communicative interaction with others about their experience and beliefs (Chapman 1991; 1999). It is through such triadic interaction that children gradually construct knowledge of the world as well as knowledge of other people. We contend that the extent and nature of the social interaction children experience will influence the development of children's social understanding. Increased opportunity to engage in cooperative social interaction and exposure to talk about mental states should facilitate the development of social understanding. We review evidence suggesting that children's understanding of mind develops gradually in the context of social interaction. Therefore, we need a theory of development in this area that accords a fundamental role to social interaction, yet does not assume that children simply adopt socially available knowledge but rather that children construct an understanding of mind within social interaction.
ISSN:0140-525X
1469-1825
DOI:10.1017/S0140525X04000032