ABSTRACT
The issue for the infant has been to work out the transformational and denotational values of lines and shapes. In later childhood and adolescence, structural and design principles continue to be worked out, but these are coordinated as structures that have levels of meaning beyond formal descriptions of surface layout. The older child and adolescent may start to use the visual structure as a vehicle to investigate what are essentially psychological and philosophical issues; questions about personal identity, and questions about reality and its representation.
