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General aims This course will provide an overview of theories, methods, and research findings in the area of social cognition, the process by which individuals develop the ability to monitor, control, and predict the be-havior of others, with emphasis on both cognitive and social development. . The ‘social’ in social cogni-tion will lead us to focus on cognition as it relates to the self as a social entity, other individuals, and so-cial groups, in particular, children’s representations of other people, their motives, goals, and intentions in a cross-cultural perspective. We will review research in this area of development, including re-search on theory of mind, empathy, imitation, emotion and altruism, with an effort to include studies conducted with children in different parts of the world and belonging to non-WEIRD (Western, Edu-cated, Industrialized, Rich, and Democratic) societies, as they represent the majority of the world popu-lation. The course combines in class lectures with debate/discussions preparation and presentations by stu-dents, with the aim of creating a dynamic class context for active learning. Specific aims Knowledge and understanding At the end of the course students should be able to: a) Summarize the major theoretical approaches in socio-cognitive development, and critically evaluate their points of strengths and limitations; b) Summarize the most important research findings on the development of social cognition, especially in terms of how children’s acting and thinking change across development; c) Explain the advantages of various research methodologies in the field. Applying knowledge and understanding At the end of the course students should be able to: a) Critically evaluate strengths and limitations of any single theory, and to recognize that different theories pro-vide different explanations for the same phenomena; b) Observe and interpret relevant child behaviours in order to assess whether a given child in a given context has acquired the developmental age-appropriate milestones expected in the socio-cognitive domain; c) Evaluate, critique and compare the methodological tools that might be most applicable to addressing ques-tions about specific aspects of children’s socio-cognitive development from a cross-cultural perspective. Making judgments We expect that by the end of the course students will demonstrate skills needed to a) relate theories, research findings, and methods in the field of social-cognition to everyday problems and real world concerns that are relevant to social policy and educational practice, and b) interpret relevant data in order to inform judgements that include reflections on relevant social, scientific and ethical issues related to development. These abilities will be acquired through theoretical lessons and practical methodological seminars in which students will present and discuss empirical research in small groups. Communication skills We expect that by the end of the course students will be able to present and communicate in a scientifically appropriate manner with their peers and with the wider community regarding their area of expertise. Learning skills At the end of the course the student should demonstrate an understanding of how to find, access, and use electronic documents and resources, in order to constantly update and deepen professional knowledge and skills. Prerequisites A basic knowledge of Developmental Psychology at the level of a bachelor’s degree is required.