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Topic Editor: Philip David Zelazo, PhD, University of Minnesota, USA
Recent evidence indicates that social cognition begins early in life, even before language acquirement. Prior to age one, infants are able to follow the attention of others, to participate in simple turn-taking games (e.g., pick-a-boo), and to have an understanding of goal-directed behaviours, such as grasping or reaching for an object. Then, around the age of two, children become increasingly aware that others experience mental states that are different from their own. For example, they recognize that somebody else may like something they do not like. As preschoolers develop language abilities, they become able to understand the perspective of others which leads to changes in social behaviour including an increase in empathic and prosocial behaviours. Although the transition from intuitive to reflexive social understanding develops progressively, differences in social cognition depend both on child and family factors.
Children with strong social cognition tend to have stronger language abilities, emotion regulation and executive function skills (e.g., planning skills, self-control, and cognitive flexibility). By controlling their behaviours and emotions, they are better able to take another’s perspective and to get along with others. Furthermore, family factors, including a positive parenting style and siblings relationships, contribute to children’s social and cognitive understanding. Specifically, children tend to develop early socio-cognitive skills when secure attachment and guidance are provided by parental figures. Lastly, interactions between siblings, either positive or negative, have an additional impact on children’s cognitive outcomes. For example, siblings provide the child an opportunity to engage in pretend play, in family conversations, provocation and teasing. In fact, even disputes foster social cognition through reconciliation of different points of view.
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