In this chapter, key aspects of sociocognitive development in children with Autism Spectrum Condition (ASC) are analyzed. The chapter is divided into three sections. First, general aspects of autism are addressed, exploring early development from a perspective based on a dimensional continuum. In the second section, the communicative dimensions in children with ASC and those with neurotypical development are compared. Here, the role of objects and semiotic mediations as they occur in interactions is analyzed. In the third section, the semiotic qualities of educational environments designed in educational practices are examined. The objective is to promote children’s participation in the world of objects and the construction of shared meanings. Various psychoeducational experiences conducted during a longitudinal follow-up with a child with ASC are described.