There has been both continuity and change in the 6th edition of Children s Thinking. Concerning continuity, we continue to see cognitive development as a dynamic field. Theories and research findings from a variety of areas combine to produce a picture of a developing child who is born prepared to make some sense of the world but whose mind is also shaped by forces in the physical and social environment. This theme, of the continuous transaction between an embodied child embedded in a social world, continues to serve as the focus of the 6th edition. Throughout this book we attempt to present cognitive development not as a series of separate accomplishments (e.g., memory, language, theory of mind, executive function) but as a process that involves the dynamic interaction between an active organism with a changing environment. As such, we strive to integrate biological (e.g., genetics, brain functioning) with sociocultural and evolutionary factors to describe and explain human cognitive development.