Toward the end of his life, George Herbert Mead developed a theory of perspectives that may be used to reinterpret his social, developmental psychology. This paper attempts such a reinterpretation, leading to the emergence of a theory of perspective taking in early childhood that looks quite different from that which is assumed in most extant work in developmental psychology. Theoretical and empirical implications of Mead's perspectivism and perspective taking are also explored, with particular focus on questions of internalization and agency. In addition, important distinctions are drawn between Mead's view of human development and most contemporary theories.