ABSTRACT
In studying the way in which meaning develops for the young child, we cannot neglect some examination of the way in which he comes to understand the everyday phenomena by which he is surrounded. So far our discussion, and the examples given, have looked at the child's developing ability to interpret, or set a structure upon, the situation and events that he meets. We have looked at the way in which he organises the elements of experience in order to achieve an overall, or central, meaning, or to discover a range of possible alternative interpretations from which he might select the meaning to be imposed.
