Social skills development of preschool children with visual impairments is discussed. A review of the literature considers the field of child development and social cognition, the effect of blindness on child development, and the effects of blindness on social cognition. Three areas concerning the development of social skills for children with visual impairments are addressed: social interactions and development within the home; social skills in the preschool, with particular emphasis on play research; and early social skills intervention programs. It is concluded that children with visual impairments develop differently than children without visual impairments. Their passage through the various stages of development is usually delayed. The development of socialization skills may also be delayed if the early experiences of the child are not enhanced or mediated through the environment. It is important to teach parents how to interact with their child, identify their needs, and encourage interaction with siblings. Encouraging appropriate play skills is also important to the early acquisition of social skills. The child who is visually impaired must develop play skills in order to maintain interactions with peers. The direction for future research in preschool social skills development is briefly considered. (Contains 54 references). (SW)