New research on children's executive functioning and self-regulation has begun to reveal important connections to their developing social understanding (or "theories of mind") and emotional competence. The exact nature of the relations between these aspects of children's social and emotional development is, however, far from being fully understood. Considerable disagreement has emerged, for instance, over the question of whether executive functioning facilitates social-emotional understanding, or vice versa. Recent studies linking the development of children's social understanding with aspects of their interpersonal relationships also raise concerns about the particular role that social interaction plays in the development of executive function. Three key questions currently drive this debate: Does social interaction play a role in the development of executive function or, more generally, self-regulation? If it does play a role, what forms of social interaction facilitate the development of executive function? Do different patterns of interpersonal experience differentially affect the development of self-regulation and social understanding? In this book, the contributors address these questions and explore other emerging theoretical and empirical links between self-regulation, social interaction, and children's psycho-social competence. It will be a valuable resource for student and professional researchers interested in executive function, emotion, and social development.

This volume is a valuable resource for student and professional researchers interested in executive function, emotion, and social development.

What an extraordinary collection! This carefully edited volume not only showcases some of the most exciting work in developmental psychology, but it also shows us the future of the field, in which the many facets of children's lives (cognitive, social, emotional, neurological, phenomenological, etc.) are understood in relation to one another. This is an important piece of scholarship, and it will make a lasting contribution. - Philip David Zelazo, Nancy M. and John E. Lindahl Professor, Institute of Child Development, University of Minnesota