In an attempt to integrate the theoretical perspectives of G.H. Mead and Piaget, this paper presents a model of human development which views physiological and cognitive growth as a unitary, universal progression that is interdependent with social development. Social development is seen as a result of the child's developmentally constrained processing of input from human contact. The dimensions of emotional, communicative, technological, and associative development are considered particularly important for young children. Emotional development is the development of a harmonious relationship between basic needs, conscience and ideals, and the environment, which enables individuals to maximize the investment of energy in constructive work and interpersonal attachments. Communicative development refers to an increasing ability to communicate with others through language plus nonverbal signs. The term technological development is used here to refer to individuals' abilities to master the technology of their culture. Associative development refers to an increasing ability to understand and put into practice the rules and conventions for group inclusion, maintenance, participation, and formation. It is proposed that the interaction of antecedent physio-cognitive development and subsequent social development can be assessed (through observation and inference) by analysis of three psychosocial dimensions: individual, membership, and interactional abilities. (Author/RH)