ABSTRACT
The importance of social interaction is inevitable in terms of cognitive development. One of the most effective points of social interaction is the development of the theory of mind. Studying the development of people who are exposed to atypical life experiences to understand the mechanisms that affect human development allows us to understand how the environment affects human development. There are many findings in the literature suggesting that a child who was exposed to environmental deprivation adversely affects cognitive development. For example, children growing up in institutions are definitely exposed to a traumatic experience. For this reason, there are delays in the development of intelligence and language, which are the basis of the development of children’s theory of mind. Physiological, cognitive and behavioral problems occur in people who are exposed to disadvantageous conditions at very young ages and long term. These problems have a very low chance of reaching an optimal level in their later life. Disadvantaged children are intended to catch up with their peers showing typical development by applying intervention programs. This review focuses on the theory of mind development of children with low socioeconomic level, growing up in institutions or foster families or adopted children and the results are discussed.
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