Social norms are a set of behavioral norms that reflects the common values, expectations, and beliefs shared by most society members, which is helpful to solve social chaos and keep the society functioning well. Understanding social norms and the improvement of norm-related processes are of great significance to children's social development, adjustment, and further entering into adulthood. Effective social interaction with others provides an important context for norm-related processes. The present review discussed the potential bidirectional link between interpersonal interaction (i.e., parent-child interaction and peer interaction) and social norm-related processes in early childhood. On one hand, preschoolers' social norms have a strong role model from their parents. The pattern of parent-child interaction can affect preschoolers' norm acquisition compliance. Preschoolers' perceived group norms and the social motivation when interacting peers can influence their social norm acquisition and enforcement. On the other hand, preschoolers' norm development can promote parent-child interaction and peer interaction by enhancing social cognition abilities, following normative information, and maintaining reputation. Future directions should focus on 1) investigating the relation between social interaction and various types of social norms to explore the mechanisms underlying them and their influencing factors; 2) developing the paradigm with high ecological validity to provide direct evidence; 3) conducting interpersonal neuroscience studies of social norms among children in early childhood; and 4) designing interventions for favorable social norms in normal children and exceptional children.

儿童习得与发展社会规范对其社会性发展具有重要意义。社会互动为该过程提供重要的社会情境。不同社会互动类型（亲子互动、同伴互动）与儿童早期习得并发展社会规范之间具有双向关联。亲子互动中的榜样作用和亲子互动模式，以及同伴互动中的群体规范感知和社会性动机会影响儿童早期的社会规范习得与发展；社会规范可通过社会认知能力、规范信息以及声誉地位反作用于儿童的社会互动。未来需从研究内容、范式、视角与干预进行探索。

国家自然科学基金(32071016，32271129);; 中国科学院心理研究所青年人才科研启动基金(2019000050);中国科学院行为科学重点实验室经费资助(Y5CX052003);中国科学院心理研究所科学基金项目(E2CX3935CX)