Practical experience has identified a special category of children who have difficulty relating and communicating with others, emotional instability, associated or not with intellectual disabilities, stereotypical and repetitive behavior, having relevance in the normal development of educational activities and socialization of these children, especially in the first years of life. Autism research has focused on the early social and cognitive abilities of normal children, raising fundamental questions of psychology and philosophy. For example, how do we become aware of the minds of others? What is a person and how do children form the concept of person? How does the selfgrow? What is the cognitive need for the formation of later inter-subjectivity and inter-human relationships? How do early social and cognitive development correlate? Determining the “neuro-psychological phenotype” of autism has become an interdisciplinary task, involving the child psychiatrist, cognitive developmental psychologist, psycho-development linguists, philosophers and anthropologists.