This study examined acquisition and development of children's social/symbolic and strategic communication abilities within a sociolinguistic model of communicative competence. The major theoretical perspective was derived from Mead's symbolic interactionism and the cognitive-developmental theories of Piaget and Werner. Role-taking was the central concept used to examine the developmental variation and achievement of specific communicative abilities in two communicative task situations: (1) social/strategic or "persuasive," (2) social perspective taking, or "empathy." Measures of role-taking ability were developed, based on qualitative criteria established by the social/symbolic requirements of the communication task. Two additional sub-skill indices of role-taking ability were also developed: a communication construct measure and a communication "management" score. The sample consisted of 61 grade school children, 27 males and 34 females, ages 9-12, from three ethnic groups (Caucasian, Black, and Spanish American), all having a low socio-economic background. Results showed that older children and Caucasian children demonstrated significantly greater role-taking ability, that general role-taking ability operates across task situations and conceptual domains, that grade level was minimally important in communication construct usage, and that the ability to manage the ongoing situation across tasks showed a significant developmental increase. (Author/CLK)