Entering a Community of Minds: An Experiential Approach to ‘Theory of Mind’

Abstract

Entering a community of minds is conceptualized as a theoretical framework for understanding social cognitive development during the preschool years. This framework incorporates an experiential and social-pragmatic view of cognitive development. How language functions to advance the development of children’s understanding of the social world is a central issue within this framework. Two studies of 3- and 4-year-old children solving theory-of-mind-like problems and engaging in discourse about their responses are discussed in terms of the community of minds proposal, in particular that changes in their understanding of mental states reflect participation in discourse about social interactions within pragmatic contexts.