The acquisition of counting things along with language opens new avenues for sophisticated social and intellectual interaction, while at the same time supplying the scaffolding more sophisticated levels of reasoning about the abstract concepts and ideas that are conveyed most effectively in words or in numbers.
Close interconnections exist among processes of social domains of child development. Not only do tests of children's cognition and moral reasoning take place in social settings, but the topics that exercise the growth of intelligence are social to be a very important degree. As toddlers attachment brings about special social relationships with particular people, a process that will have lasting significance for intimate relationships throughout life.
During childhood, intimate bonds to parents and familiar caregivers continue to exert a major influence upon the offspring's psychological development. However, with the young child's transition out of the family into primary school, parental social influences are joined in a direct or indirect manner by social influences from the child's peer group. One reason for this might be the effective learning due to competitive significance on which the parents are counting. When peers or other children outside the family, all of about the same age associate with one another in the classroom during and after school, the child's goal in the peer's company may appear to be nothing more than sheer enjoyment.
Here comes the concern of classroom environment, as this is the stage where the child feels comfortable in learning directly from their peers. Psychologically he is driven by various kinds of learning and other competitions with his peers, which escorts him towards a healthy psychological and learning development. The classroom tends to be a whole learning myriad for the child where he ethnographically aims to achieve the views and perspectives, beliefs and values of all other peers and those involved in the particular sociocultural practice or institutional context of the classroom. These broad aims are often difficult to achieve in early childhood studies in a standalone environment that are of necessity limited in terms of time and resources but the classroom environment offer opportunities and circumstances where the child feels more appropriate to learn theoretically and practically various approaches.
Classroom is the best example of social interaction where the child learns, grows and develops out of nothing. From the neo-Piagetian perspective, social interaction is treated as a catalyst for autonomous cognitive development. Thus, although social interaction is considered to stimulate individual cognitive development, it is not viewed as integral to either this constructive process or to its products, increasingly sophisticated mathematical conceptions. Vygotskian perspectives, on the other hand, tend to subordinate individual cognition to interpersonal or social relations. In the case of adult-child interactions, for example, it is argued that the child learns by internalizing mental functions that are initially social and exist between people. In recent years, several attempts have been made to