Perspective-taking is a cornerstone of interpersonal communication and is essential for broadening one’s individual point of view. It is not only highly relevant for verbal exchanges but also plays a significant role in everyday school life when engaging with written and literary texts. Based on Rietz’s (2017) competency level model, this involves developing the ability to distinguish between one’s own and others’ perspectives and to coordinate them with increasing flexibility—ranging from an egocentric viewpoint to a multiperspectival, reflective adoption of perspectives. However, there is currently little empirical evidence on this topic. The PerspEnt project investigates the acquisition of perspective-taking in linguistic and narrative contexts among typically developing children across childhood and adolescence. In addition to development-related findings, the project aims to provide insights for lesson planning in the areas of oral and written storytelling, as well as for engaging with literary texts in an inclusive context. The project fills a research gap at the scientific intersection of language and cognition and allows for pedagogical implications for collaborative learning. The project is funded by the Young Academy at TU Dortmund University from December 2025 to December 2027.