How do infants in the initial state view the human behaviors similar as their own? And how do they interpret the external behaviors and internal perceptions of others? Based on the challenge to the traditional theory of “solipsism”, Meltzoff and his colleagues conducted series of research, and explained the above queries through the framework of “like me”. This hypothesis showing that infants already have a sense of “it is like me” at the very beginning of social interactions. Focusing on the experimental evidences of theoretical hypothesis and influencing factors on the “like me”, this review generalizes the components and development approaches of the hypothesis, and the inspirations it given to our educational practices. The fundamental view of the “like me” hypothesis is that infants can interpret the others as their owns which having the similar mental state by means of the recognition of self–other equivalences. Thus, it provides infants with an interpretive framework for understanding the behaviors they observed. In this regard, infants are given rise to perceiving the structure congruence between the actions performed by others they saw and their owns, comprehending goal–directed action of others, and guiding their own subsequent actions by “grabbing” the interactive information of others. Perceiving the same agent as “like me” is a social primitive. These primordial experiences are accomplished by a combination of action representation, first–person experience and understanding of other minds. Under interaction of these three components, infants can inspect their own acts–as–felts or acts–as–seen in others via observation and imitation, and thus to form a self-other mapping. Distinguishing the informations from exteroception (perception of others) and proprioception (perception of self) can be achieved by the system of action representation. Moreover, infants can also interpret other person's intentions, desires or objectives according to their own actions and experiences.These three essential components composed the infant’s initial state and also becomes an intrinsic power propelling the human infants forward into an increasingly adultlike world. Concerning two social learning mechanisms that based on the “like me” cognition, gaze following and imitation illuminate meaningful functions of bidirectional learning which involves the perception and production to the development of social cognition with human infancy. In recent years, although, different researchers have come to different views about the initial state of social cognition, almost all studies acknowledge the positive role of bidirectional learning in children's development. Therefore, in order to promote the development of social cognitive abilities, our educators should build up the learning environments to help the young children with imitation and observation. By supporting children in learning how to observe with the first-person perspective and how to align themselves with others in the same mental perspectives is more likely to form a feeling of “likeness” between their partners. By constructing the mentalized classrooms based on “like me”, it makes possible for young children to learn more effectively from the dual perspective of “educator” and “learner” in the future.